FROM   THE  LIBRARY  OF 
REV.   LOUIS    FITZGERALD    BENSON,  D.  D. 

BEQUEATHED    BY   HIM   TO 

THE   LIBRARY  OF 

PRINCETON  THEOLOGICAL  SEMINARY 


634  3> 


Scctloa 


-:;?s~-- 

_-S:    -_4 

^■^VJMrtfc*3*  '  ■ "      ",i^ 

Of  Won 

:::r:r:::r:::.z 

Barn  and  Store-House 


Young  Men's  Department,  with  Atsembly  and 


,  which  will  eventually  be  r 


Hampton  Normal  and  Agricultural  Institute. 

[BEFORE    THE    ERECTION    OF    VIRGINIA    HALL.1 


^A"'  "^ 


HAMPTONUD! 


kltt 


AND    ITS    STUDENTS. 


BY 


TWO  OF  ITS  TEACHERS, 

MRS.     M  .     F  .     ARMSTRONG 


HELEN    W.    LUDLOW. 


WITH  FIFTY  CABIN  AND  PLANTATION  SONGS, 

ARRANGED     BY 

THOMAS    P.    FENNER, 

IN    CHARGE    OF    MUSICAL    DEPARTMENT    AT    HAMPTON. 


'  I'm  gwine  to  climb  up  higher  and  higher, 
I'm  gwine  to  climb  up  higher  and  higher, 
I'm  gwine  to  climb  up  higher  and  higher ; 
Den  my  little  soul's  gwine  to  shine,  shine, 
Oh !  den  my  little  soul's  gwine  to  shine  along." 
Old  Slave  Song. 


NEW- YORK : 
G .     P .     PUTNAM'S     SONS 
1874. 


Entered,  according  to  Act  of  Congress,  in  the  year  1874,  by 

HELEN  W.   LUDLOW, 

in  the  Office  of  the  Librarian  of  Congress,  at  Washington. 


John  F.  Trow  &  Son,  Printers, 
205-213  East  isth  St.,  New  York. 


PREFACE. 


The  desire  to  know  more  about  Hampton  and  its  students,  on  the 
part  of  the  many  friends  of  this  Institution,  has  been  one  reason  for 
publishing  this  little  book.  To  them,  and  to  the  many  other  friends 
of  the  freedmen  and  of  all  the  great  interests  of  humanity  who,  we 
hope,  will  be  made  Hampton's  friends  by  reading  it,  the  authors 
wish  to  say  that  while  the  impressions  it  gives  of  the  school  and  the 
life  in  and  around  it  are  in  every  sense  their  own,  for  which  they 
are  therefore  alone  responsible,  the  historical  and  statistical  infor- 
mation contained  in  these  pages  is  official,  and  may  be  relied  upon 
as  accurate. 

For  all  of  its  illustrations,  except  the  first  and  the  last  three,  the 
book  is  indebted  to  the  courtesy  of  Messrs.  Harper  Bros.,  who  have 
kindly  allowed  the  use  of  their  wood-cuts. 

M.   F.    A. 

H.  W.  L. 

Hampton,  January  i,  1874. 


CONTENTS. 


The  School  and  its  Story M.  F.  Armstrong.  7 

A  Teacher's  Witness "  36 

The  Butler  School "  67 

Interior  Views  of  the  School  and  the  Cabin.   Helen  W. 

Ludlow 71 

What  is  the  Privileged  Color  ? 75 

A  Wolf  in  Sheep's  Clothing 78 

How  Aunt  Sally  Hugged  the  Old  Flag 81 

The  Woman  Question  Again 85 

The  Richness  of  English 91 

The  Sunny  Side  of  Slavery 95 

Father  Parker's  Story 101 

<:  Want  to  feel  right  about  it" 105 

A  Case  of  Incomplete  Sanctiiication 109 

Just  where  to  put  dem 115 

Hunger  and  Thirst  after  Knowledge 121 

The  Hampton  Students  in  the  North — Singing  and  Build- 
ing  Helen  W.  Ludlow.  127 

Virginia  Hall "  151 

Appendix  : 

Appeal i59 

The  Southern  Workman 161 

Speech  of  the  Hon.  William  H.  RufTner 161 

Letters  from  Public  School  Officers  and  others 163 

Financial  History  of  the  Institute 165 

Extract  from  the  Catalogue  of  1873-74 167 

Report  of  Prof.  R.  D.  Hitchcock  and  others 170 

Cabin  and  Plantation  Songs Thomas  P.  Fenner.  171 


LIST  OF  ILLUSTRATIONS. 


Hampton  Normal  and  Agricultural  Institute Frontispiece. 

Virginia  Hall 8 

Walls  of  St.  John's  Church 12 

Teachers'  Home  and  Girls'  Quarters 26 

Chapel  and  Farm  Manager's  Home 41 

Lion  and  John  Solomon 42 

Printing-Office 43 

Assembly-Room 50 

Reading- Room 54 

Winter  Quarters  .....* 60 

Ball  Club 64 

Butler  School-House 66 

Negro  Cabin  at  Hampton 72 

Virginia  Hall — New  Building 152 

"           "       Second-floor  Plan 154 

"          "      Interior  of  Girls'  Room 156 


THE  SCHOOL  AND  ITS  STORY. 

By  M.  F.  A. 

Among  all  the  States  of  the  Union,  not  one  has  a  history 
more  interesting  than  Virginia,  for  her  annals  are  full  of 
strangely  poetic  incident,  from  the  world-famous  idyl  of  Poca- 
hontas to  the  tragic  stories  still  fresh  in  our  own  memories  ;  and 
from  the  fertile  seaboard  to  the  rich  mountain  valleys  of  her 
western  border,  there  is  scarcely  a  field  or  village  that  has  not 
its  tale  to  tell.  More  than  one  great  name,  "familiar  in  our 
mouths  as  household  words,"  belongs  in  the  catalogue  of  Vir- 
ginia's children  ;  and  although  to-day  her  greatness  is  a  thing 
of  the  past  and  the  future,  yet  that  future  promises  such  cer- 
tainty as  is  more  than  guaranteed  by  her  natural  advantages 
and  the  brave  and  willing  temper  of  her  people. 

In  the  history  of  this  State,  there  arose,  long  years  ago,  an 
unnatural  relation  between  two  races,  which  furnished  a  pro- 
blem, dealt  with  by  statesmen,  philanthropists,  and  fanatics, 
and  finally  solved  by  God  himself,  in  his  own  time,  and  his  own 
way ;  and  it  is  with  an  outgrowth  of  that  problem  and  its  solu- 
tion that  this  little  book  has  to  do 

The  introduction  of  negroes  into  the  country  as  slaves  was 
made  at  a  time  when  only  a  few  minds,  here  and  there,  had 
any  true  conception  of  the  rights  of  individuals,  or  could  put 
a  fair  interpretation  upon  that  higher  law  which  makes  us  our 
brothers'  keepers ;  and  the  virgin  soil  and  relaxing  climate  of 


8 


HAMPTON  AND  ITS  STUDENTS. 


THE   HAMPTON   INSTITUTE — THE  NEW   BUILDING,   VIRGINIA   HALI. 

the  South  made  slavery  so  temptingly  easy  and  profitable  as  to 
insure  its  continuance  until  a  Power  stronger  than  humanity 
interfered  to  bring  it  to  an  end.  In  no  part  of  the  United 
States  can  the  history  of  negro  slavery,  from  its  origin  to  its 
extinction,  be  more  clearly  traced  than  in  Virginia  ;  and  as  that 
State  was  chosen  as  the  scene  of  bitterest  struggle,  so  it  seems 
likely  to  attain  the  earliest  and  highest  development,  for  within 
its  borders  are  now  being  fairly  tested  the  possibilities  of  the 
African  race,  and  the  results  to  them  and  the  whites  of  the  new 
relations  of  freedom.  It  is  not  too  much  to  say  that  through- 
out the  history  of  slavery  in  Virginia,  there  runs  a  strain  of 
poetic  justice  which  is  absolutely  dramatic,  robbing  facts  of 
their  dryness  and  interweaving  the  prosaic  details  of  life  with 
the  elements  of  tragedy.  Nowhere  has  there  been  greater 
prosperity,  nowhere  has  there  been  greater  suffering,  and  many 
a  page  might  be  filled  with  the  record  of  the  changes  which  a 
century  has  wrought,  of  the  old  things  that  have  passed  away, 
and  the  new  hopes  that  are  blossoming  for  the  future  ;  and  in 
writing  this  brief  story  of  an  experiment  which  is  just  now 


VIRGINIA,  PAST  AND  PRESENT.  9 

being  tried  upon  Virginian  soil,  there  will  be  an  earnest  attempt 
to  offer  such  testimony  of  the  capacity  of  a  hitherto  enslaved 
race,  and  of  the  intelligent  and  generous  action  of  their  whilom 
owners,  as  shall  not  be  altogether  valueless. 

This  experiment  of  negro  education  is  too  serious  a  matter 
to  be  treated  otherwise  than  with  the  severest  honesty  ;  it  is 
not  to  be  wrought  out  in  the  white  heat  of  fanaticism,  or  the 
glow  of  a  superficial  sentiment,  but  must  rather  be  tested  by 
patient,  practical  trial  on  the  largest  possible  scale  ;  and  such 
trial  can  at  present  be  made  only  under  specially  favorable  cir- 
cumstances. There  must  be  a  suitable  climate,  a  need  and  an 
ability  to  pay  for  skilled  labor,  and  a  fairly  unprejudiced  and 
intelligent  white  population,  while,  of  course,  the  willingness  of 
the  blacks  themselves  to  assist  in  the  work  of  their  own  en- 
lightenment must,  to  a  certain  extent,  be  taken  for  granted. 
Such  a  combination  of  circumstances  exists  in  a  marked  degree 
in  Virginia,  and  in  that  State,  past  events  seem,  in  a  curious 
fashion,  to  have  paved  the  way  for  the  present  endeavor.  Not 
but  that  what  may  be  found  true  of  the  blacks  in  Virginia  will 
hold  gtfod  in  all  parts  of  our  Southern  country,  but  merely  that 
in  all  initial  experiments  of  this  nature,  involving  possibly  the 
life  of  a  whole  race,  justice  demands  that  the  weakness  and 
ignorance  of  those  whose  fate  hangs  in  the  balance  should,  if 
possible,  be  compensated  for  by  the  offer  of  especial  opportu- 
nities. 

Therefore,  when  we  ask  our  readers  to  go  back  with  us  at 
first  into  the  past  of  a  little  Virginian  town,  we  are  only  ask- 
ing them  to  trace  by  and  by  for  themselves  a  logical  sequence 
of  events  whose  results  promise  to-day  a  glorious  success,  and 
whose  close  relation  to  each  other  can  scarcely  be  without  in- 
terest to  any  who  are  taking  thought  as  to  the  future  of  the 


IO  HAMPTON  AND  ITS  STUDENTS.      ■ 

African  people  on  this  continent.  We  have  said  that  there  is 
scarcely  a  village  in  Virginia  that  has  not  its  tale  to  tell,  and 
truly  no  romancer  need  desire  richer  material  than  lies  ready  to 
his  hand  in  many  of  the  older  settlements  which  still  bear  the 
mark  of  their  English  origin,  and  hold  in  their  mouldy  parish- 
registers  or  upon  the  moss-grown  stones  in  their  neglected 
graveyards,  the  names  of  famous  old  English  houses  whose 
cadets,  or  even  whose  heads,  came  with  rash  enterprise  to  meet 
their  death  in  the  wilderness  which  they  dreamed  was  to  yield 
them  instead  a  fabulous  treasure. 

Just  at  the  mouth  of  the  Chesapeake  Bay,  where  one  of  its 
numerous  tributary  creeks  opens  into  the  broad  harbor  of 
Hampton  Roads,  stands  a  little  village,  scattered  along  the 
western  shore  of  the  creek,  with  its  half-ruined  houses  and 
low,  white  cabins  irregularly  clustered  upon  the  level  green 
meadows  down  to  the  very  water's  edge.  The  back  country 
through  which  the  creek  wanders  for  the  few  miles  of  its 
course,  and  the  shore  itself,  are  flat  and  monotonous,  except  for 
the  brilliant  coloring  and  golden,  semi-tropical  sunshine  which 
for  eight  months  in  the  year  redeem  the  landscape  from  the 
latter  charge.  But  the  changeful  beauty  of  the  shore,  even 
when  at  its  climax  in  the  fresh  spring  months,  can  bear  no 
comparison  with  the  eternal  beauty  of  the  sea,  which,  stretch- 
ing far  on  either  hand,  offers  by  day  and  night,  in  calm  and 
storm,  new  glories  and  beautiful,  strange  surprises  of  color  and 
sound  and  motion.  When  the  fury  of  an  Atlantic  storm  drives 
vessel  after  vessel  into  the  secure  anchorage  of  the  Roads, 
until  a  whole  fleet  is  gathered  under  the  guns  of  Old  Point  Com- 
fort ;  or  when,  on  some  bright,  breezy  morning,  scores  of  white- 
winged  oyster-boats  put  out  from  every  safe  nook  of  the  shore, 
dotting  the  sparkling  blue  of  the  bay  like  snowy  birds  ;  or,  bet- 


IN  AXD  ABOUT  HAMPTON.  1 1 

ter  still,  when  the  fading  crimson  glow  of  sunset  makes  the  shore 
shadowy  and  indistinct,  and  the  little  returning  flotilla  floats 
tranquilly  homeward  to  the  slow  dip  of  oars  and  the  weird,  rich 
singing  of  the  negro  boatmen — then  one  gazes  and  listens,  to 
confess  at  last  that  such  scenes  are  hard  to  rival,  and  that  this 
unfamiliar  bit  of  Virginia  coast  need  not  fear  the  verdict  of 
critics  with  whom  still  lingers  the  remembrance  of  Mediterra- 
nean skies  or  distant  tropic  seas. 

By  this  broad,  shining'  sea-path,  there  came,  more  than  two 
hundred  years  ago,  the  daring  little  band  of  Englishmen  who 
settled  the  town  of  Hampton,  and  made  it  their  head-quarters 
in  the  colonization  of  the  neighboring  country.  Their  story  is 
too  well  known  to  every  child  in  America  to  need  recapitulation 
here.  Their  hopes  and  their  disappointments,  their  struggles 
and  sufferings,  their  defeats,  and  final  victory  over  the  obsta- 
cles that  opposed  their  determination  to  possess,  in  their 
Queen's  name,  the  beautiful  fertile  land  they  had  discovered — 
all  these  are  a  part  of  the  nation's  history  not  easily  to  be  for- 
gotten. In  Hampton  itself  still  stands  the  quaint  little  church 
of  St.  John,  built  between  1660  and  1667,  and  the  records  of 
the  court,  which  date  as  far  back  as  1635,  prove  that  even  before 
that  time  a  church  had  been  built  ;  while  the  old,  deserted  grave- 
yard has  many  a  grave  whose  hollow  holds  the  dust  of  English 
hearts  broken  or  wearied  out  by  unaccustomed  hardship.  Here 
and  there  may  still  be  found  vestiges  of  these  earliest  occu- 
pants of  the  soil ;  but  from  its  first  settlement,  the  town  of 
Hampton  has  passed  through  such  vicissitude  as  does  not  often 
fall  to  the  lot  of  an  obscure  village  ;  for  the  fortunes  of  war  have 
been  uniformly  against  it,  and  it  has  seen  more  wars  than  one. 
In  1812,  the  town  was  sacked  and  left  desolate,  its  geographical 
position  exposing  it  to  especial  dangers,  while  it  was  unable  to 


12 


HAMPTON  AND  ITS  SI  UDENTS. 


m  =rfi 


WALLS   OF    ST.    JOHN'S    CHURCH. 

defend  itself,  and  was  not  of  sufficient  importance  to  receive 
efficient  protection. 

Years  before  this  time,  however,  the  curse  which  was  the 
cause  of  the  blighted  prosperity,  not  of  one  town  only,  but  of 
the  whole  South,  had  fallen,  and  when  the  first  cargo  of  slaves 
was  landed  within  a  few  miles  of  Hampton,  it  was  as  if  men's 
eyes  were  thereafter  blinded  to  the  light  of  God's  truth,  for 
from  that  hapless  day,  each  year  but  added  to  the  incubus,  until 
relief  could  only  come  through  fire  and  sword.     Viewed  in  the 


BEGINNING  OF  THE   WAR.  1 3 

light  of  later  events,  this  landing  of  the  first  slaves  at  Hamp- 
ton ranks  as  one  of  the  strange  coincidences  of  fate  ;  for  here 
upon  the  spot  where  they  tasted  first  the  bitterness  of  slavery, 
they  also  first  attained  to  the  privileges  of  freemen,  the  famous 
order  which  made  them  "  contraband  of  war,"  and  thereby  vir- 
tually gave  them  their  freedom,  having  been  issued  by  General 
Benjamin  F.  Butler,  from  the  camp  at  Fortress  Monroe,  in  May, 
1861. 

The  year  of  1861  opened  with  threats  of  trouble  near  at 
hand,  and  before  the  spring  had  fairly  set  in,  our  civil  war  began, 
the  country  in  the  neighborhood  of  Fortress  Monroe  becom- 
ing almost  immediately  the  scene  of  bitter  contest ;  for  the 
importance  of  that  post  as  a  centre  of  operations  was  second 
to  none  other  on  the  Atlantic  seaboard.  The  creek  upon 
which  Hampton  stands  was  for  a  while  the  boundary-line 
between  the  two  armies — the  Union  lines  remaining  intrenched 
upon  its  eastern  shore  during  the  early  part  of  the  war,  while 
the  combating  forces  swayed  back  and  forth  as  fortune  favored 
one  or  the  other.  The  town  and  the  long  bridge  across  the  creek 
were  burned,  and  the  few  houses  of  the  richer  residents  which 
escaped  the  general  destruction  were  made  the  head-quarters 
of  Union  or  Confederate  officers,  as  might  be,  until  the  lawless 
hands  of  successive  possessors  had  obliterated  all  traces  of 
former  luxury.  Before  the  war,  Hampton  and  Old  Point  Com- 
fort were  favorite  watering  places  with  the  better  class  of 
Virginians,  and  summer  after  summer  had  seen  the  rambling, 
airy  houses  filled  with  Southern  aristocracy  ;  so  that  the  havoc 
of  war  wrought  a  quick  and  startling  change  from  the  gayety 
of  one  season  to  the  terror  of  the  next. 

But  as  the  months  went  by,  a  greater  change  than  all  drew 
near  ;  and  when  in  the  early  summer  of  1861,  troops  of  blacks 


14  HAMPTON  AND  ITS  STUDENTS. 

came  pouring  in  from  the  interior  of  the  State  and  the  north- 
ern counties  of  North-Carolina,  then,  indeed,  the  real  meaning: 
of  the  war  and  its  inevitable  end  became  apparent,  and  the 
question  was  no  longer,  "  What  is  to  be  done  with  the  slaves  ?" 
but  instead,  "  What  is  to  be  done  with  the  freedmen  ?" 

Newbern,  North-Carolina,  and  Hampton,  Virginia,  were  the 
two  cities  of  refuge  to  which  they  fled,  their  lives  in  their 
hands,  as  the  Israelites  of  old  fled  from  the  avengers  of  blood. 
Fortress  Monroe  and  its  guns  offered  tangible  protection,  and 
the  spirit  of  the  officers  in  command  promised  a  surer  protec- 
tion still ;  so  that  in  little  squads,  in  families,  singly,  or  by  whole 
plantations,  the  negroes  flocked  within  the  Northern  lines,  until 
the  whole  area  of  ground  protected  by  the  Union  encamp- 
ments was  crowded  with  their  little  hurriedly-built  cabins  of 
rudely-split  logs.  A  remnant  of  these  still  remains  in  a  suburb 
of  Hampton,  numbering  about  five  hundred  inhabitants,  and 
known  by  the  significant  name  of  Slabtown,  and  another  called 
more  euphoniously  Sugar  Hill — on  some  principle  of  Incus  a  non 
hicendo,  it  must  be,  as  it  is  situated  on  a  dead  level,  and  cer- 
tainly has  no  appearance  of  offering  much  literal  or  figurative 
sweetening  to  the  lives  of  its  inhabitants. 

How  these  people  lived  was  and  still  is  a  mystery,  for  the 
rations  issued  them  from  the  army  and  hospital  establishment 
were  necessarily  insufficient,  and  those  at  the  North  who  would 
gladly  have  welcomed  the  new-comers  with  practical  assistance 
were  already  overburdened  with  the  paramount  claims  of  army 
work.  However,  all  through  that  long  first  summer  of  the  war, 
we  find  occasional  evidence  that  these  new-born  children  of 
freedom  were  not  altogether  forgotten  ;  and  in  October  of  the 
same  year,  we  know  that  organized  work  was  begun  among 
them. 


AMERICAN  MISSION AR  i    ASSOCIA  TION.          I  5 

This  work  was  initiated  by  the  officers  of  the  American  Mis- 
sionary Association,  who,  in  August,  1861,  sent  down  as  mis- 
sionary to  the  freedmen,  the  Rev.  C.  L.  Lockwood,  his  way 
having  been  opened  for  him  by  an  official  correspondence  and 
interviews  with  the  Assistant  Secretary  of  War  and  Gene- 
rals Butler  and  Wool,  all  of  whom  heartily  approved  of  the 
enterprise  and  offered  him  cordial  cooperation.  He  found  the 
11  contrabands"  quartered  in  deserted  houses,  in  cabins  and 
tents,  destitute  and  desolate,  but  in  the  main  willing  to  help 
themselves  as  far  as  possible,  and  of  at  least  average  intelligence 
and  honesty.  There  was,  of  course,  little  regular  employment 
to  offer  them,  and  they  subsisted  upon  government  rations, 
increased  by  the  little  they  could  earn  in  one  way  and  another. 
Mr.  Lockwood's  first  work  was  the  establishment  of  Sunday- 
schools  and  church  societies,  and  his  own  words  show  the 
spirit  in  which  the  assistance  he  was  able  to  give  was  offered 
and  received.  He  says,  in  one  of  his  first  letters  to  the  Ame- 
rican Missionary  Association,  "  I  shall  mingle  largely  with  my 
religious  instruction  the  inculcation  of  industrious  habits,  order, 
and  good  conduct  in  every  respect.  I  tell  them  that  they  are 
a  spectacle  before  God  and  man,  and  that  if  they  would  further 
the  cause  of  liberty,  it  behooves  them  to  be  impressed  with 
their  own  responsibility.  I  am  happy  to  find  that  they  realize 
this  to  a  great  extent  already." 

This  was  certainly  encouraging,  and  he  goes  on  to  report 
that  he  finds  little  intemperance,  and  a  hunger  for  books  among 
those  who  can  read,  which  is  most  gratifying.  He  appeals  at 
once  for  primers,  and  for  two  or  three  female  teachers  to  open 
week-day  schools  ;  and  recommends  that,  in  view  of  the  impe- 
rativeness of  the  need,  the  subject  should  be  brought  before 
the  public  through  the  daily  press  and  by  means  of  public 


1 6  HAMPTON  AND  ITS  STUDENTS, 

meetings.  At  the  same  time,  he  describes  the  opening  of  the 
first  Sunday-school  in  the  deserted  mansion  of  ex-President 
Tyler,  in  Hampton,  and,  from  his  personal  observation,  declares 
that  many  of  the  colored  people  are  kept  away  from  the  schools 
by  want  of  clothing,  a  want  which  he  looks  to  the  North  to 
supply.  A  little  later  in  the  year,  he  writes  that,  on  Novem- 
ber 17th,  the  first  day-school  was  opened  with  twenty  scholars 
and  a  colored  teacher,  Mrs.  Peake,  who,  before  the  war,  being 
free  herself,  had  privately  instructed  many  of  her  people  who 
were  still  enslaved,  although  such  work  was  not  without  its 
dangers. 

From  this  time,  schools  were  established  as  rapidly  as  suita- 
ble teachers  could  be  found  and  proper  books  provided  ;  but  it 
must  be  noted  that  these  teachers  were  working  almost  with- 
out compejisation,  their  sole  motive  being  a  desire  for  the  eleva- 
tion of  the  race.  As  a  proof  of  the  quick  awakening  of  the 
ex-slaves  to  a  sense  of  the  duties  of  freedom,  Mr.  Lockwood 
mentions  that  marriages  were  becoming  very  frequent,  and 
that  although  the  fugitives  lived  in  constant  fear  of  being  re- 
manded to  slavery,  they  did  not  remit  their  efforts  to  obtain 
education  and  to  raise  themselves  from  the  degradation  of  their 
past. 

In  December,  1861,  at  the  annual  meeting  of  the  American 
Missionary  Association,  it  was  resolved  that  "  the  new  field  of 
missionary  labor  in  Virginia  should  be  faithfully  cultivated, 
and  that  the  colored  brethren  there  were  fully  entitled  to  the 
advantages  of  compensated  labor ;"  which  latter  clause  was  a 
much-needed  acknowledgment,  for  in  the  same  month  we  find  it 
stated  that  government,  in  return  for  the  rations  supplied  to 
the  freedmen  around  Fortress  Monroe,  claimed  the  labor  of  all 
who  were  able  to  worK,  giving  them  a  nominal  payment,  the 


NOR  THERN  SENTIMENT.  1  7 

greater  part  of  which  was  retained  by  the  quartermasters  for 
the  use  of  the  women,  children,  and  infirm.  The  honesty  and 
wisdom  with  which  this  provision  was  apportioned  depended, 
of  course,  upon  the  character  of  the  quartermasters  and  their 
interest  in  the  people  ;  and  there  is  no  doubt  that  even  when 
the  administration  was  thoroughly  just,  the  supply  was  entirely 
inadequate  to  the  need.  In  accordance  with  the  above  resolu- 
tion, the  American  Missionary  Association  increased  the  num- 
ber of  their  colored  employees,  and,  in  January,  1862,  sent 
down  a  second  reenforcement  of  missionaries  and  teachers — 
the  reports  of  the  progress  of  the  negroes  and  their  eagerness 
for  knowledge  continuing  remarkably  favorable,  while  the  de- 
votion of  a  few  was  worthy  of  a  more  public  acknowledgment 
than  it  has  ever  received  ;  as,  for  example,  Mrs.  Peake,  who  died 
in  April,  1862,  having  literally  laid  down  her  life  for  her  people, 
for  whom  she  labored  beyond  her  strength  until  death  lifted 
her  self-imposed  burden.  ' 

During  all  these  months,  the  attention  of  the  Northern 
public  had  been  gradually  attracted  toward  the  condition  of  the 
freedmen  at  various  points  throughout  the  South,  and,  on  the 
20th  of  February,  1862,  a  great  meeting  was  held  in  the 
Cooper  Institute,  New-York,  at  which  many  prominent  men 
were  present,  and  a  committee  appointed  who  organized 
themselves  as  the  "  National  Freedmen's  Relief  Association," 
and  announced  their  desire  "  to  work,  with  the  cooperation  of 
the  Federal  Government,  for  the  relief  and  improvement  of  the 
freedmen  of  the  colored  race  ;  to  teach  them  civilization  and 
Christianity  ;  to  imbue  them  with  notions  of  order,  industry, 
economy,  and  self-reliance  ;  and  to  elevate  them  in  the  scale  of 
humanity  by  inspiring  them  with  self-respect."  This  meeting 
gave  incontrovertible  evidence  of  the  rapidity  with  which  sym- 


1 8  HAMPTON  AND  ITS  STUDENTS. 

pathy  for  the  freedmen  had  grown  up  in  the  North  ;  but  at  the 
same  time  this  sympathy  was  as  yet,  necessarily,  of  a  very 
general  character,  and,  indeed,  it  was  not  then  possible  to  enter 
into  details,  for  the  great  fact  of  the  permanent  emancipation 
of  the  slaves  was  not  yet  fully  established,  and  innumerable 
difficulties  beset  those  who  undertook  any  systematized  effort 
for  their  relief  Complaints  had  been  made  in  regard  to  the 
treatment  of  those  at  Fortress  Monroe,  and  General  Wool  had 
appointed  a  committee  to  examine  into  their  condition,  moral 
and  physical,  which  commission,  after  a  faithful  discharge  of 
their  duty,  reported  on  most  points  favorably — making,  however, 
some  suggestions  as  to  future  action,  the  principal  of  which 
was  the  recommendation  that  the  government  should  appoint 
some  responsible  civil  agent  to  the  charge  of  the  improvement 
of  the  freedmen.  Captain  C.  B.  Wilder,  of  Boston,  was  ap- 
pointed superintendent  of  their  affairs,  and  rendered  efficient 
service  in  their  behalf 

Mr.  Lockwood  still  held  his  position  as  missionary  to  Hamp- 
ton, and  in  July  of  this  year  wrote  that  the  building  of  small 
tenements  was  going  on  rapidly,  gardens  were  being  cultivated, 
while  a  church  and  school-house  were  finished  and  occupied  ; 
and  one  of  the  officers  of  the  American  Missionary  Associa- 
tion reported,  on  his  return  from  a  tour  of  inspection,  that  the 
general  evidences  of  improvement  were  most  satisfactory.  Un- 
doubtedly, the  quick  and  generous  reply  of  the  North  to  the 
demand  made  upon  their  beneficence  had  much  to  do  with  the 
safe  transition  of  the  blacks  from  slavery  to  freedom  ;  but  it  must 
be  remembered  that  opinion  in  the  North  was  still  divided, 
and  that  more  was  clue  to  the  patient,  determined  spirit  of  the 
freedmen  themselves  than  to  any  other  cause.  A  noteworthy 
exhibition  of  this  spirit  occurred  shortly  after  the  decision  of 


FREEDOM  AND  ITS  MEANING.  1 9 

the  officers  of  the  "  Freedmen's  Bureau,"  that  no  more  rations 
were  to  be  issued  to  the  blacks  about  Fortress  Monroe,  at  a 
time  when  a  large  number  of  them  had  no  visible  means  of 
support  except  such  as  government  furnished.  The  distribu- 
tion of  rations  ceased  abruptly  upon  a  certain  day,  October 
ist,  1866,*  and  the  expectation  of  the  officers  stationed  at 
Hampton  was  that  there  would  ensue  general  and  probably 
serious  disturbance  in  the  crowded  quarters  of  the  colored 
people,  who  must  necessarily  feel  the  deprivation  very  acutely. 
On  the  contrary,  the  report  of  these  officers  is,  that  the  order 
was  carried  out  without  producing  the  smallest  expression  of 
dissatisfaction,  and  the  usual  tranquillity  was  maintained.  The 
two  thousand  freedmen  who  had  been  fed  by  government 
for  years,  and  were  living  in  the  depths  of  poverty,  answered 
almost  at  once  the  sudden  and  severe  draught  upon  their 
resources,  and  proved  themselves  possessors  of  unsuspected 
strength. 

Ignorant  as  these  people  were,  they  knew  that  they  were 
free,  and  in  no  way  did  they  mean  to  trifle  with  their  new- 
found blessing.  They  had  a  curiously  quick  appreciation  of 
the  fact  that  freedom  meant  little  to  them  unless  they  knew 
how  to  use  it,  and  they  discerned  for  themselves  that  their 
primary  need  was  education.  After  the  President's  proclama- 
tion, published  in  October,  1862,  the  demand  for  schools  steadi- 
ly increased,  and  as  the  opportunities  for  their  safe  establish- 
ment and  support  increased  also,  there  began  an  amelioration 
of  the  condition  of  the  freedmen,  which  promised  to  be  per- 
manent because  based  on  a  sure  foundation.  The  physical 
destitution  was  so  great  that  no  charity,  however  broad,  could 

*  See  Appendix,  Note  i. 


20  HAMPTON  AND  ITS  STUDENTS. 

do  more  than  afford  superficial  relief,  and  it  soon  became  evi- 
dent that,  on  every  account,  the  best  help  for  these  people  was 
that  which  soonest  taught  them  to  help  themselves.  Untrained 
as  they  were,  even  in  respect  to  the  simplest  facts  of  life, 
their  education  had  at  the  outset  to  be,  of  necessity,  of  the 
most  elementary  character,  and  such  primary  schools  as  could 
with  comparative  ease  be  supplied  with  both  teachers  and 
books  amply  sufficed,  and  for  the  first  two  or  three  years 
seemed  to  the  blacks  like  the  gates  of  heaven.  As  the  num- 
ber of  fugitives  near  Hampton  grew  from  month  to  month, 
and  the  prospect  was  that  for  many  of  them  the  settlement 
there  would  become  a  permanent  home,  these  primary  schools 
increased  in  number  and  capacity,  one  of  them  alone  receiving 
within  three  months  more  than  eight  hundred  scholars,  while 
night-schools  and  Sunday-schools  took  in  many  who  for  vari- 
ous reasons  could  not  attend  during  the  usual  day-school 
hours. 

The  Society  of  Friends  at  the  North  had,  early  in  the  war, 
shown  great  interest  in  the  freedmen,  had  sent  several  teachers 
to  Hampton  and  the  vicinity,  and  was  at  this  time  occupying 
one  of  the  deserted  houses  as  an  Orphan  Asylum.  These 
teachers  worked  in  hearty  cooperation  with  the  teachers  of  the 
American  Missionary  Association,  and  the  little  band  struggled 
bravely  with  the  gigantic  undertaking,  for  the  work  at  this 
point,  where  there  were  not  less  than  1600  pupils,  was  growing 
so  rapidly  that  failure  here  was  especially  to  be  dreaded. 

But  no  teachers  of  another  race  could  do  for  the  freed  peo- 
ple what  was  waiting  to  be  done  by  men  and  women  of  their 
own  blood.  In  1866,  the  American  Missionary  Association  de- 
termined upon  the  opening  of  a  normal  school,  and  in  January, 
1867,  there  appeared  in  the  American  Missionary  Magazine  an 


GROWTH  OF  THE  WORK.  2  1 

article  by  General  S.  C.  Armstrong,  earnestly  and  ably  setting 
forth  the  need  of  normal  schools  for  colored  people,  wherein 
they  could  be  trained  as  teachers,  and  fitted  to  take  up  the  work 
of  civilizing  their  expectant  brethren  ;  and  this  article  was  fol- 
lowed later  in  the  year  by  reports  from  various  well-qualified 
employees  of  the  American  Missionary  Association  as  to  the 
feasibility  of  this  scheme.  They  were  unanimous  in  their  ap- 
proval, and  strongly  urged  the  necessity  of  immediate  action, 
recommending  the  establishment  of  normal  or  training  schools 
as  soon  as  adequate  funds  could  be  procured. 

As  is  evident  from  the  foregoing  sketch  of  the  growth  of 
the  work  at  Hampton,  every  thing  pointed  to  that  place  as 
of  primary  importance ;  for  here  was  collected  one  of  the 
largest  settlements  of  fugitives  (the  population  being  of  great- 
er relative  density  than  at  any  other  point  on  the  Atlantic 
coast),  here  was  a  central  and  healthy  situation,  and  here  was 
protection  and  a  close  connection  with  the  sympathies  of  the 
Northern  public.  Furthermore — and  herein  the  thought  of  God 
seems  too  clear  for  us  to  dare  to  speak  of  it  as  "  chance" —  the 
chief  official  of  the  Freedmen's  Bureau  at  Hampton  was  at  this 
time  General  S.  C.  Armstrong,  late  Colonel  of  the  Eighth  Regi- 
ment U.  S.  Colored  Troops  and  Brigadier-General  by  Brevet, 
whose  interest  in  the  blacks  was  earnest  and  practical,  and 
whose  peculiar  preparation  for  the  work  before  him  has  had  so 
much  to  do  with  the  results  of  that  work,  that  it  can  not  be 
passed  over  unnoticed. 

General  Armstrong  is  the  son  of  the  Rev.  Richard  Arm- 
strong, D.D.,  who  for  nearly  forty  years  was  missionary  to  the 
Sandwich  Islands.  It  may  be  interesting,  in  connection 
with  his  son's  work  in  Virginia,  to  know  that  Dr.  Armstrong 
received  his   doctorate   from  Washington  College,  Lexinq-ton, 


22  HAMPTON  AND  ITS  STUDENTS. 

Va.,  with  whose  President,  Rev.  Dr.  Junkin,  he  was   an  inti- 
mate friend  at  Carlisle  College,  Pa. 

During  sixteen  years  of  his  long  life  as  missionary,  Dr.  Arm- 
strong was  Minister  of  Public  Instruction  of  the  Hawaiian 
Kingdom,  and  in  that  position  largely  influenced  the  policy  of 
the  government  in  respect  to  the  school  system  of  the  Islands. 
He  succeeded  in  establishing  the  higher  schools  upon  a  manu- 
al-labor basis,  and  these  schools  have  been  and  still  are  remark- 
ably satisfactory,  both  pecuniarily  and  in  the  character  and 
efficiency  of  their  graduates.  Dr.  Armstrong's  life  as  a  public 
man  was  one  of  incessant  labor,  and  in  the  sphere  of  usefulness 
which  he  may  be  said  to  have  created,  his  son  was  trained  until 
his  twenty-first  year,  when,  after  having  served  actively  in  the 
Department  of  Public  Instruction  at  Honolulu  for  one  year,  he 
was  sent  into  the  stimulating  atmosphere  of  a  New-England 
college,  to  complete  his  education,  at  Williamstown,  Mass. 
Graduating  from  Williams  College  in  the  summer  of  1862,  he 
at  once  entered  the  army  as  captain  in  a  New- York  regiment, 
shortly  afterward  received  a  commission  in  the  U.  S.  Colored 
Troops,  and  as  colonel  of  a  colored  regiment,  gained  an  expe- 
rience of  the  negro  in  a  military  capacity,  which  at  the  close  of 
the  war  was  supplemented  by  a  term  of  service  in  the  Freed- 
men's  Bureau,  where  he  became  thoroughly  familiar  with  the 
civil  needs  of  the  newly-made  citizens. 

Trained  by  this  rare  combination  of  events,  General  Arm- 
strong, placed  in  a  position  of  power  at  Hampton,  seized  at 
once  the  salient  points  of  the  situation,  and  found  himself,  from 
very  force  of  habit,  in  quick  sympathy  with  the  people  for  whom 
he  was  called  upon  to  act.  Thenceforward,  the  key-note  of  the 
work  of  which  we  write  was  found  in  the  fact  that  its  chief 
brought  from  Hawaii  to  Virginia  an  idea,  worked  out  by  Ame- 


SCHOOLS  FOR  TEACHERS.  23 

rican  brains  in  the  heart  of  the  Pacific,  adequate  to  meet  the 
demands  of  a  race  similar  in  its  dawn  of  civilization  to  the  peo- 
ple among  whom  this  idea  had  first  been  successfully  tested. 

General  Armstrong  saw  that  the  need  of  the  freedmen,  now 
that  their  escape  from  slavery  had  become  a  certainty,  was  a 
training  which  should  as  swiftly  as  possible  redeem  their  past 
and  fit  them  for  the  demands  that  a  near  future  was  to  make 
upon  them.  They  needed  not  only  the  teaching  of  books,  but 
the  far  broader  teaching  cf  a  free  and  yet  disciplined  life,  and 
the  surest  way  to  convince  them  of  their  own  capacity  for  the 
duties  imposed  upon  them  by  freedom  was  to  show  them  mem- 
bers of  their  own  race  trained  to  self-respect,  industry,  and  real 
practical  virtue.  Teachers  of  their  own  race  must  be  had, 
young  men  and  women,  who  could  go  out  among  them,  and,  as 
the  heads  of  primary  schools,  could  control  and  lead  the  chil- 
dren, while,  by  the  influence  of  their  orderly,  intelligent  lives, 
they  could  at  the  same  time  substantially  affect  the  moral  and 
physical  condition  of  the  parents.  Normal  schools  upon  the 
broadest  plan  were  the  thing  required  ;  and  as  the  American 
Missionary  Association,  who,  by  right  of  their  earnest  labor, 
were  in  possession  of  the  field  at  Hampton,  were  favorably  in- 
clined to  such  an  experiment,  General  Armstrong  resolved, 
with  their  cooperation  and  at  their  request,  to  devote  himself  to 
the  work  of  founding  a  manual-labor  school  for  colored  people, 
from  which  should  go  forth  not  only  school-teachers,  but  farm- 
teachers,  home-teachers,  teachers  of  practical  Christianity, 
bearing  with  them  to  their  work  at  least  some  faint  reflection 
of  the  spirit  of  Christ  himself.  What  could  be  more  natural, 
more  beautiful  than  the  growth  of  such  a  school  within  the 
lines  of  Camp  Hamilton,  close  to  the  spot  sullied  by  the  foot- 
steps of  the  first  slaves,  on    the  very    ground  where   the  first 


24  HAMPTON  AND  ITS  STUDENTS. 

freedmen's  school  was  opened,  and  where,  when  the  Monitor 
and  the  Merrimac  met  yonder  in  the  blue  water  of  the  "  Roads," 
a  crowd  of  dusky  figures  was  gathered  in  piteous,  imploring 
prayer  that  victory  might  not  be  unto  the  foe,  whose  success 
meant  the  old  terror,  the  awful  darkness,  of  human  bondage. 

Here  then  should  rise,  God  willing,  the  walls  of  such  a  build- 
ing as  America  had  never  seen,  a  building  whose  corner-stone 
should  be  the  freedom  of  Christianity,  and  from  whose  gates 
should  go  out,  year  after  year,  men  and  women  fitted  for  right- 
eous labor  among  a  people  whose  past  is  a  blot  upon  the  na- 
tional honor,  staining  the  escutcheons  of  both  North  and  South, 
and  to  whom  North  and  South  alike  owe  a  debt  to  be  repaid 
only  by  wise  and  liberal  care  for  many  a  day  to  come. 

So,  in  the  midst  of  suffering,  in  the  midst  of  dangers  and 
uncertainties,  with  no  sure  promise  of  support,  the  school 
began  its  life,  and  inaugurated  its  work  in  April,  1868, 
being  incorporated  by  the  General  Assembly  of  Virginia, 
in  June,  1870,  as  the  "Hampton  Normal  and  Agricultural  In- 
stitute" with  the  following  Board  of  Trustees :  President, 
George  Whipple,  New- York  ;  Vice-Presidents,  R.  W.  Hughes, 
Abingdon,  Va.  ;  Alexander  Hyde,  Lee,  Mass.  ;  Secretary,  S. 
C.  Armstrong,  Hampton,  Va.  ;  Financial  Secretary,  Thomas  K. 
Fessenden,  Farmington,  Ct  ;  Treasurer,  J.  F.  B.  Marshall,  Bos- 
ton, Mass.;  O.  O.  Howard,  Washington,  D.  C. ;  M.  E.  Strieby, 
Newark,  N.  J.  ;  James  A.  Garfield,  Hiram,  Ohio  ;  E.  P.  Smith, 
Washington,  D.  C.  ;  John  F.  Lewis,  Port  Republic,  Va.  ;  B.  G. 
Northrop,  New-Haven,  Ct.  ;  Samuel  Holmes,  Montclair,  N.  J.  ; 
Anthony  M.  Kimber,  Philadelphia,  Pa.  ;  Edgar  Ketchum,  New- 
Ycrk  City  ;  E.  M.  Cravath,  Brooklyn,  N.  Y.  ;  H.  C.  Percy, 
Norfolk,  Va.  ;  who  now  hold  and  control  the  entire  property  of 
the  Institute,  and  to  whose  wisdom  is  due  the  adoption  of  the 


FOUNDATION  OF  THE  HAMPTON  SCHOOL.     25 

carefully  elaborated  system  which  experience  has  proved  to  be 
so   successful. 

Little  by  little,  the  building  grew  ;  money  and  helping  hands 
came  from  the  North  ;  a  hundred  acres  of  good  farm-land  gave 
opportunity  for  that  practical  education   in  agriculture  so  sadly 
needed  throughout  the  South  ;  and  although  the  struggle  was 
unceasing,  the  spirit  of  those  on  whom  the  burden  fell  never 
for  a  moment  flagged,  and  the  work  went  steadily  on.     One 
by    one,    friends    were    made    who    pledged    themselves    that 
"  Hampton"  should  not  fail ;  and  the  wisdom  and  experience  of 
more  than  one  co  laborer  were  placed  at  General  Armstrong's 
disposal.     With   the   hearty  generosity   characteristic  of   him, 
General  O.  O.Howard,  both  as  head  of  the  Freedmen's  Bureau 
and  as  a  private  individual,  gave  good  help   again  and  again  to 
the  school    which  was   to  do  a  work    after   his  own  heart,  and 
from  the  date  of  its  opening  to  the  present  day,  he  has  proved 
an    unfailing    friend    and    benefactor.*     As    the    plan    of    the 
school  became  more  generally  understood,  students  flocked  in, 
not  from  Virginia  alone,  but    from   many  States  of  the  South, 
and  showed  an  appreciation   of  the  opportunity  offered  them 
greater  than  the  most  hopeful  of  the  laborers  among  them  had 
dared  to  expect.     The  corps  of  teachers  was  necessarily  en- 
larged,  and  a    "Home"    furnished    for   them    in    one   of    the 
houses  purchased  with  the  farm,  while  a  long  line  of  deserted 
barracks  and  a  second  building,  formerly  used  as  a  grist-mill, 
were  taken  for  girls'  dormitories — these,  with  the  necessary 
barns  and  workshops,  all  standing  in  convenient  neighborhood 
to  each  other,  close  down  upon  the  shore,  completing  the  pres- 
ent list  of  school  buildings. 

*  See  Appendix,  Note  2. 


26 


HAMPTON  AND  ITS  STUDENTS. 


teachers'  home  and  girls'  quarters. 
The  history  of  the  school  from  the  time  of  its  legal  organiza- 
tion until  to-day  is  the  history  of  a  brave  .struggle  against  op- 
posing circumstances,  which  has  been  made  thus  far  successful 
by  the  determined  spirit  of  students  and  teachers,  the  steady  lib- 
erality of  Northern  friends,  and  the  generosity  of  Virginia.  In 
recalling  the  list  of  those  who  have  fed  the  growth  of  the  school- 
with  full  and  cheerful  bounty,  it  is  almost  impossible  to  avoid  the 
mention  of  special  names  and  instances,  and  yet  in  any  such 
mention  it  is  inevitable  that  much  must  be  left  unsaid  and  the 
story  of  many  a  gracious  deed  remain  untold.  There  is  perhaps 
no  feature  of  the  history  of  Hampton  more  striking  and  more 
valuable  as  a  proof  of  the  power  of  unity  of  purpose  than  the 
fact  that  the  school  is,  as  it  claims  to  be,  truly  unsectarian, 
and  that  while  founded  by  the  American  Missionary  Associa- 
tion, and  therefore  strictly  orthodox  in  its  origin  and  evan- 
gelical in  its  teaching,  it  ranks  among  its  supporters  and 
warm  friends,  Quakers,  Unitarians,  societies  and  men  of  every 
shade  of  belief. 


HELPING  HANDS.  27 

The  gift  which  gave  Hampton  its  first  impetus  came  in  the 
spring  of  1867,  when  the  Hon.  Josiah  King,  one  of  the  execu- 
tors of  the  "Avery  Fund,"  of  Pittsburg,  Pa.,  visited  Hamp- 
ton, and  decided  to  expend,  through  the  Association,  $10,000  of 
that  legacy  in  assisting  to  purchase  the  "  Wood  Farm" or  "  Lit- 
tle Scotland,"  a  tract  of  land  on  the  east  side  of  the  creek,  known 
during  the  war  as  Camp  Hamilton,  in  which,  at  one  time,  as 
many  as  fifteen  thousand  sick  and  wounded  Union  soldiers  have 
been  cared  for.  This  property  consisted  of  125  acres  of  excel- 
lent land,  besides  two  outlying  lots  of  small  value,  containing 
40  acres,  with  some  $12,000  worth  of  available  buildings,  and 
the  total  cost  was  $19,000,  of  which  the  American  Missionary 
Association  paid  $9000,  thus  holding  the  property  until  the 
appointment  of  the  Board  of  Trustees,  whose  names  have  al- 
ready been  given,  to  whom  the  property  and  control  of  the 
school  were  transferred  in  1872. 

As  a  natural  result  of  military  occupancy,  the  farm  was  at 
this  time  entirely  out  of  condition,  and  both  buildings  and  soil 
required  an  immediate  and  comparatively  large  outlay.  The 
Freedmen's  Bureau  made  an  appropriation  of  about  $2000  to 
aid  with  the  buildings,  and  just  as  this  was  exhausted,  and  the 
position  most  critical,  Mrs.  Stephen  Griggs,  of  New- York,  made 
a  timely  gift  of  $6000,  increasing  it  afterward  to  $10,000, 
which  put  the  institution  on  a  firm  foundation.  From  time  to 
time,  General  Howard,  as  chief  of  the  Freedmen's  Bureau, 
granted  additional  funds  for  building  and  other  purposes,  amount- 
ing to  upward  of  $50,000,  and  contributions  of  from  $50  to 
$5000  dropped  in  from  various  sources,  increasing  as  the  school 
grew,  and  furnishing  so  sure  a  supply,  that,  although  the  trea- 
sury was  at  times  absolutely  empty,  and  the  coming  of  the  next 
dollar  an  entire  uncertainty,  yet,  in  obedience  to  some  unknown 


28  HAMPTON  AND  ITS  STUDENTS. 

law  of  supply  and  demand,  the  next  dollar  never  failed  to  come 
and  save  the  school  from  a  bankruptcy  which  was  more  than 
once  threatened.  Thus,  when  the  present  Academic  Hall  had 
been  completed,  at  a  cost  of  $48,000,  and  $44,500  was  all  that 
the  most  strenuous  efforts  had  been  able  to  secure,  a  generous 
lady  of  Boston  canceled  the  debt.  And  now  again,  when  the 
recent  panic  in  the  money  market  had  caused  the  income  of 
resources  for  the  building  of  Virginia  Hall  to  cease  entirely,  two 
Boston  friends  guaranteed  the  funds  for  completing  the  walls 
and  putting  on  the  roof — a  gift  of  about  $10,000.  Experiences 
like  this  can  not  fail  to  strengthen  our  faith  that  this  is  God's 
work,  and  will  go  on  in  the  future  as  it  has  in  the  past. 

In  1872,  the  school  received  its  first  aid  from  Virginia,  which 
was  bestowed  on  it  in  its  character  as  an  agricultural  college,  and 
acknowledged  as  follows  by  the  Board  of  Trustees  at  a  meeting 
held  in  Hampton,  June  12th,  1872  : 

"Resolved,  1.  That  the  trustees  of  the  Hampton  Normal 
and  Agricultural  Institute  accept  the  trust  reposed  in  them  by 
the  General  Assembly  of  Virginia,  in  the  act  approved  March 
19th,  1872,  entitled,  'An  Act  to  appropriate  the  income  arising 
from  the  proceeds  of  the  land  scrip  accruing  to  Virginia 
under  act  of  Congress  of  July  2d,  1862,  and  the  acts  amenda- 
tory thereof,  on  the  terms  and  conditions  therein  set  forth.' 

"  Resolved,  2.  That,  in  view  of  this  appropriation,  the  trus- 
tees hereby  stipulate  to  establish  at  once  a  department  in 
which  thorough  instruction  shall  be  given,  by  carefully  selected 
professors,  in  the  following  branches,  namely,  Practical  Farming 
and  Principles  of  Farming  ;  Practical  Mechanics  and  Principles 
of  Mechanics;  Chemistry,  with  special  reference  to  Agriculture  ; 
Mechanical  Drawing  and  Book-keeping ;  Military  Tactics. 

"  Resolved,  3.  That  the  trustees  request  leave  of  the  cura- 


LEGAL    ORGANLZATION.  29 

tors  to  invest,  at  an  earlyday,  not  mo  re  than  one  tenth  of  the 
principal  of  the  land  fund  assigned  to  this  institution  in  addi- 
tional lands,  to  be  used  for  farm  purposes,  and  to  expend  not 
exceeding  five  hundred  dollars  ($500)  during  the  present  year 
in  purchasing  a  chemical  laboratory. 

"  Resolved,  4.  That  the  Principal  of  this  institution  be  au- 
thorized to  receive  one  hundred  students  from  the  free  colored 
schools  of  this  State,  free  of  charge,  for  instruction  and  use  of 
public  buildings,  to  be  selected  by  him,  in  such  manner  as  may 
be  agreed  upon  between  himself  and  the  Board  of  Education 
of  the  State  of  Virginia." 

The  appropriation  was  100,000  acres  of  the  public  land  scrip, 
sold  in  the  market  for  $95,000,  one  tenth  of  which  was  expend- 
ed for  seventy  acres  of  additional  land,  and  the  balance  invest- 
ed in  State  bonds  bearing  six  per  cent  interest. 

This  noble  gift  is  worthy  of  Virginia's  advanced  position  in 
the  work  of  development  and  progress  before  the  South,*  a 
position  to  which  her  Superintendent  of  Public  Instruction,  Dr. 
Wm.  H.  Ruffner,  points  with  just  pride  in  his  last  deeply  inter- 
esting report  to  the  General  Assembly.  She  is  not  only  at  the 
head  of  all  the  Southern  States  in  the  work  of  education,  by  her 
numerous  colleges  and  universities,  by  her  splendid  school  sys- 
tems of  Richmond  and  Petersburg,  and  her  general  and  gene- 
rous provision  for  common  schools  throughout  the  State,  but  it  js 
proven  by  statistics  that"  where  the  white  population  alone,  is 
concerned,  Virginia  has  a  larger  proportion  of  her  sons  in  superior 
institutions  probably  than  any  State  or  country  in  the  world." 
" What  stronger  evidence,"  Dr.  Ruffner  justly  asks,  "could  be 
presented  of  the  love  of  Virginia  for  the  higher  branches  of 
learning  than   the  fact  that   it  can  not   be   quenched  or   even 

*See  Governor  Walker's  letter,  Appendix,  Note  5. 


30  HAMPTON  AND  ITS  STUDENTS. 

partially  suppressed  by  the  pinching  poverty  which  now  over- 
spreads the  South  ?"  It  is  evident  that,  as  he  told  us  last  sum- 
mer, at  Hampton  commencement,  "our  old  State  has  entered 
honestly  and  uncomplainingly  upon  the  work  of  educating  her 
people,  white  and  colored,  with  impartiality,  and  to  the  extent 
of  her  ability,  and  she  intends  to  keep  on  with  it? 

The  curators  mentioned  in  the  above  resolutions  are  nine  in 
number,  five  of  whom  are  appointed  by  the  Governor  every 
fourth  year,  and  it  is  provided  that  three  of  these  five  must 
be  colored  men.  The  State  Board  of  Education,  composed  of 
the  Governor,  Attorney-General,  and  State  Superintendent  of 
Education,  together  with  the  President  of  the  Virginia  Agri- 
cultural Society,  are  curators  ex-officio. 

The  full  Board  consists  at  present  of  Gilbert  C.  Walker,* 
Governor  of  Virginia,  President  of  the  Board  of  Education  ; 
James  E.  Taylor,  Attorney  General ;  William  H.  Ruffner,  Su- 
perintendent of  Public  Instruction  ;  William  H.  F.  Lee,  Presi- 
dent Virginia  Agricultural  Society.  (The  above  named  are 
ex-officio  members.) 

Appointed  for  a  term  of  four  years  :  O.  M.  Dorman,  of  Nor- 
folk, Va.  ;  Thomas  Tabb,  of  Hampton,  Va.  ;  William  Thorn- 
ton, of  Hampton,  Va.  ;  James  H.  Holmes,  of  Richmond,  Va.  ; 
Caesar  Perkins,  of  Buckingham  C.  H.,  Va. 

This  body  of  curators  meet  the  trustees  annually  for  the 
transaction  of  business,  the  last  annual  meeting  bringing  to- 
gether a  remarkable  group  of  men  of  two  races  and  opposing 
sentiment,  who  united  in  complete  amity  for  a  work  of  which 
they,  one  and  all,  appreciated  the  importance.! 


*  By  the  last  election  of  November,  1873,  General  James  L.  Kemper 
was  elected  Governor  of  Virginia,  and  becomes  President,  ex-officio, 
of  the  Board  of  Curators.  t  See  Appendix,  Note  8. 


SOUTHERN  FRIENDS.  3 1 

This  spirit  of  amity,  of  mutual  respect,  and  good-will  which 
has  been  constantly  developing  between  the  school  and  its 
Southern  neighbors  in  the  State  and  the  town  has  been  indeed 
one  of  the  most  gratifying  and  encouraging  features  in  its  his- 
tory, and  a  most  essential  element  in  its  success.  Abundant 
evidence  of  the  existence  of  such  a  spirit  is  found  in  the  fact 
that  from  many  of  the  best  citizens  of  Hampton,  the  school  has 
received  friendly  visits  and  frequent  words  of  encouragement 
and  <rood-will.  One  of  her  most  eminent  citizens  is  a  member 
of  the  State  Board  of  Curators  of  the  Institute,  and  as  its  legal 
adviser,  has  rendered  valuable  and  gratuitous  service.  To  one 
of  her  leading  clergymen,  the  school  is  indebted  for  interesting 
and  instructive  lectures,  and  for  words  of  Christian  sympathy 
and  friendly  counsel.  One  of  her  principal  physicians  has 
offered  his  services  gratuitously  to  the  school.  More  than  one 
merchant  of  the  town  has  made  a  liberal  discount  from  his  bill 
against  it,  and  one,  in  doing  ^o,  add-'  these  kind  words  : 

"  Please  accept  this  as  my  humble  mite  toward  the  support 
of  your  admirable  institution.  Would  that  my  means  were 
such  as  to  justify  a  more  liberal  discount." 

All  these  instan  es  of  good-will,  and  others  which  could  be 
named,  have  come  from  citizens  whose  fortunes  were  cast  with 
the  South,  in  the  late  civil  contest,  and  it  is  a  pleasure  to  re- 
ceive such  proofs  of  their  appreciation  of  the  real  aim  and 
scope  of  the  work.  The  distrust  and  occasional  disfavor  with 
which  the  enterprise  was  first  viewed  by  some  of  them  have 
gradually  given  place  to  confidence  and  good-will  as  time  has 
developed  its  workings  and  its  influence,  and  there  is  now  be- 
tween the  school  and  its  neighbors  generally  a  mutual  feeling 
of  pleasure  in  each  other's  prosperity. 


32  HAMPTON  AND  ITS  STUDENTS. 

The  growing  prosperity  of  the  town  of  Hampton,  since  its 
desolation  by  the  war,  is  indeed  a  matter  for  rejoicing.  Ro- 
mantic as  has  been  the  tragic  history  of  its  past,  it  is  by  no 
means  interesting  merely  as  a  ruin,  but,  on  the  contrary,  is  reco- 
vering itself  with  a  rapidity  that  is  striking  and  significant.  The 
"contraband"  tide  which  overwhelmed  it  in  1861,  in  ebbing, 
left  a  residue  behind  which  makes  its  population  (2500)  still 
nearly  three  quarters  negro,  but  the  condition  of  the  freedmen, 
then  greatly  demoralized,  has  constantly  improved.  Five  years 
ago,  the  trustees  of  the  Normal  School  appropriated  a  portion 
of  its  lands  for  the  erection  of  model  cottages,  which  were  sold 
to  the  freedmen  at  paying  prices. 

The  ambition  to  become  land-owners,  encouraged  in  this  and 
in  other  ways,  has  so  increased  among  them,  that,  as  an  intel- 
ligent white  citizen  of  Hampton  recently  remarked,  "not  one 
of  them  is  satisfied  now  till  he  owns  a  house  and  lot,  and  a  cow. 
All  the  money  he  can  get  he  saves  up  to  buy  them."  A  strik- 
ing sign  of  the  improvement  in  the  relations  of  the  freedman 
with  his  white  neighbors  is  the  fact  that  one  of  the  principal 
proprietors  of  land  in  Hampton,  one  of  its  old  residents,  has 
recently  been  selling  off  his  lots  successively  to  white  and  col- 
ored bidders  as  they  chanced  to  present  themselves. 

The  army  of  slab  huts  which  once  overran  the  desolated 
streets  has  retreated  to  an  outpost,  which  it  still  holds,  but  is 
gradually  melting  away  before  the  advancing  forces  of  civiliza- 
tion. 

The  town   itself  is   steadily  rising  from  its  ashes.     It  has 
some  fifty  stores,  a  new  and  well-kept  hotel,  while  the  ancient 
walls  of  St.  John's   Church,  which  have  withstood  so  many  of 
the  shocks  of  time,  no  longer   stand  in   picturesque  ruin,  br 
gather  within  them   every   Sunday  many  of  those  who 


PROSPERITY  OF    THE  DISTRICT  33 

shiped  there  before  the  war.  The  little  village  is  in  a  generally 
thriving  condition,  and  bids  fair  to  reestablish  its  long-held 
reputation  as  an  attractive  seaside  resort,  as  many  of  the 
friends  and  guests  of  the  Normal  School  have  already  found  it  a 
pleasant  place  of  retreat  from  bitter  northern  storms,  with  its 
unsurpassed  beauty  of  situation,  and  its  climate,  temperate 
in  the  main  (though  not  entirely  free  from  the  terrors  of 
the  frost),  the  pleasures  of  midwinter  boating  on  its  land- 
locked waters,  its  Christmas  roses,  and  its  perennial  oysters. 
It  is  the  centre  of  historic  ground,  and  is  surrounded  by 
places  well  worth  visiting,  whose  names  recall  associations 
of  thrilling  interest :  Yorktown,  Newport  News,  Norfolk, 
Big  Bethel,  are  all  within  a  radius  of  twenty  miles.  Two 
miles  down  the  creek,  at  the  mouth  of  Hampton  Roads, 
is  Fortress  Monroe,  interesting  both  in  its  historic  past 
and  its  present  busy  life  as  a  military  post  and  artillery 
school,  under  command  of  Major-General  W.  F.  Barry. 
Nearer  still  is  another  friendly  neighbor  of  the  school,  the 
Chesapeake  Military  Asylum,  as  it  is  popularly  called,  the 
Southern  branch  of  the  National  Home  for  Disabled  Volun- 
teers. The  large,  commanding  edifice  occupied  before  the  war 
by  one  of  the  principal  young  ladies'  seminaries  of  Virginia 
now  shelters  nearly  four  hundred  invalid  veterans,  under  the 
kind  and  able  command  of  Captain  Woodfin,  U.  S.  Volunteers, 
and  is  a  monument  of  the  nation's  gratitude,  at  all  times 
worthy  of  inspection. 

These  are  some  of  the  attractions  of  Hampton,  but  among 
them  the  school  itself  surely  ranks  first,  in  view  of  what  it  has 
done  and  is  doing  to  solve  some  of  the  grave  problems  left  to 
the  country  by  the  decisions  of  the  war,  the  problems  of  recon- 
struction  for  blacks  and  whites,  of  the  readjustment  of  dis- 


34  HAMPTON  AND  ITS  STUDENTS. 

turbed  social  equilibriums,   of  what  to  do  with  the  negro,  and 
what  to  do  for  the  South. 

The  influence  of  a  live,  active  power  like  this  institution 
should  certainly  be  felt  in  the  circle  immediately  surrounding 
it,  and  may  claim  some  place  among  the  causes  of  Hampton's 
growth.  Not  only  by  adding  somewhat  to  the  business  of  the 
place,  but  by  making  itself  and  its  objects  respected,  by  giving 
honor  to  industry,  and  working  out.  the  visible  results  of  skilled 
labor  and  practical  education,  by  manifesting  a  spirit  of  helpful 
sympathy  and  honest  intent  to  the  community  around  it,  it  has 
established  a  position  therein  which  is  cordially  acknowledged, 
and  deserves  such  estimate  by  the  thinking  men  of  the  South 
as  was  expressed  on  the  last  commencement-day  by  Rev.  Dr. 
RufTner  : 

"  It  would  have  been  easy  to  establish  a  school  here  that 
would  have  been  hateful  to  the  intelligent  people  of  the  State, 
and  been  mischievous  just  in -proportion  to  its  success.  But 
this  school  is  worthy  of  all  praise.  Its  aim  has  been  honest  and 
single.  It  is  just  what  it  seems  to  be — a  purely  educational 
institution,  giving  satisfaction  to  all  and  offense  to  none." 

Such,  up  to  this  time,  has  been  the  history  of  the  "  Hampton 
Normal  and  Agricultural  Institute,"  and  the  noteworthy  fact 
stands  out,  we  trust,  clearly  enough  that  the  school  is  ^growth  ; 
no  unfinished,  one-sided,  unstable  creation  of  an  individual 
whim,  but  a  natural,  healthy  growth.  It  has  not  been  forced 
upon  the  people  ;  it  is  not  a  makeshift  until  something  better 
can  be  had  ;  it  has  not  been  endowed  by  any  one  person,  to  be 
at  the  mercy  of  a  changing  humor  ;  but,  on  the  contrary,  it  has 
met  a  people's  imperative  demand,  and  having  met  that  demand  ' 
honestly,  it  bears  within  itself  the  reason  for  its  permanent 
continuance  and  increase,  while  the  fact  that  its  acres  have  been 


SUCCESS  OF    THE  SCHOOL.  35 

bought  and  its  bricks  laid  with  money  from  a  thousand  different 
sources  has  rooted  its  claims  in  a  multitude  of  hearts,  and 
made  its  future  very  hopeful. 

The  system  adopted  in  the  first  instance  by  the  officers  and 
trustees  has  been,  with  some  modifications,  continued,  and  has 
certain  peculiarities  which  entitle  it  to  such  a  description  as 
can  best  be  given  from  the  personal  observation  of  one  who,  as 
a  teacher,  has  obtained  a  familiar  knowledge  of  its  working  and 
its  results.  The  following  pages  are  therefore  devoted  to  an 
account  of  the  actual  condition  of  the  school,  giving,  also, 
something  of  the  experience  of  the  troupe  of  colored  singers 
known  as  the  "  Hampton  Students,"  who  were  sent  out  in  the 
winter  of  '72-3,  in  the  hope  that  the  appeal  of  their  music  and 
their  faces  might  enable  the  Hampton  treasury  to  meet  the 
calls  made  upon  it  by  the  rapidly  increasing  student-roll.  The 
endeavor  has  been,  in  presenting  this  brief  history  to  the 
public,  to  create,  if  possible,  an  intelligent  and  lasting  interest 
in  the  future  of  Hampton,  and  to  show  that,  while  its  work  was 
at  the  outset  necessarily  experimental,  the  school  has  already 
become  theoretically  and  practically  a  success,  needing  only  a 
reasonable  increase  of  means  in  order  to  take  its  place  as  one 
of  the  most  important  institutions  of  the  South. 


36  HAMPTON  AND  ITS  STUDENTS. 


A  TEACHER'S  WITNESS. 

By  M.  F.  A. 

It  is  evident  that  the  only  test  of  any  system  of  education 
which  can  be  of  value  is  the.  test  of  practical  application,  and 
when  the  founders  of  the  Hampton  Normal  and  Agricultural 
Institute  were  called  upon  to  decide  as  to  the  general  character 
of  the  school  they  were  about  to  establish,  they  were  keenly 
alive  to  the  importance  of  making  use  of  all  possible  means  to 
insure  the  success  of  their  unique  undertaking,  an  undertaking 
which  was  at  that  time  so  far  without  precedent  as  to  be  to 
many  minds  simply  chimerical. 

First  of  all,  therefore,  they  consulted  the  needs  of  those  who 
were  destined  to  become  the  pupils  of  the  school,  and  then  took 
careful  account  of  the  experience  of  various  experimentalists, 
a  course  which  resulted  in  the  adoption  of  a  "  Manual  Labor 
System,"  which,  by  right  of  the  originality  of  certain  of  its 
features,  may  fairly  be  known  as  the  "  Hampton  System."  This 
system,  as  it  stands,  is  remarkable  ;  because,  while  it  has 
drawn  largely  from  different  sources  in  our  own  and  other 
countries,  its  application  to  a  people  scarcely  emerged  from 
slavery  made  requisite  certain  peculiarities  which  are  particu- 
larly worthy  of  notice  as  being  a  direct  result  of  an  unparalleled 
social  revolution. 

The  slaves,  whose  emancipation  made  such  a  school  as 
Hampton  possible,  found,  as  the  inevitable  effect  of  their 
enslavement,  their  chief  misfortune  in  deficiency  of  character 


/il1  1  Jilt     JJ1J1      \V /itf..  3/ 

rather  than  in  ignorance.  They  were  improvident,  without 
self-reliance,  and  immoral.  On  the  other  hand,  they  possessed 
the  virtues  of  patience  and  cheerfulness,  a  hearty  desire  for 
improvement,  especially  in  book  knowledge,  while  in  many 
cases  there  existed  a  religious  fervor  often  amounting  to  a  form 
of  superstition,  so  vivid  was,  and  still  is,  their  belief  in  all  con- 
ditions of  the  supernatural,  from  God  to  Satan.  Four  millions 
of  these  slaves  were  set  free  with  absolutely  no  preparation  for 

a  state  of  which  the  novelty  alone   was  sufficient  to    blind  or 

» 

dazzle  their  unused  faculties,  and  with  scarcely  more  than 
nominal  restraint  or  assistance,  were  left  to  shift  for  themselves 
in  the  midst  of  the  ruins  of  the  only  social  law  of  which  they 
had  any  experience. 

It  can  hardly  be  necessary  to  allude  in  other  than  the 
briefest  terms  to  the  condition  of  the  Southern  States  directly 
after  the  war  ;  and,  indeed,  there  are  only  two  facts  which  require 
just  here  to  be  dwelt  upon — namely,  first,  that  the  slaveholders 
bereft  of  their  slaves  were  almost  as  helpless  as  the  slaves,  so 
far  as  concerned  the  retrieval  of  their  fortunes  ;  for  not  only 
had  six  generations  of  slave-owning  in  a  marked  manner  en- 
feebled the  power  of  a  majority  of  the  dominant  race,  but  the 
annihilation  of  property  in  men  left  the  South  in  almost  universal 
bankruptcy  ;  second,  that  enforced  labor  being  no  longer  to  be 
had,  the  future  of  the  South  depended  upon  the  speedy  creation 
of  a  class  of  skilled  and  willing  laborers,  and  that  such  laborers 
were  to  be  found  mainly  in  the  vast  army  of  unemployed  freed 
men  and  women. 

No  one  for  whom  the  question  had  any  interest  could  fail  to 
see  that  the  best  hope  of  both  whites  and  blacks  lay  in  a  wise 
training  of  both  races  for  the  work  that  was  waiting  for  them, 
and  the  establishment  in  the  South  of  schools  that  should  afford 


38  HAMPTON  AND  ITS  STUDENTS. 

such  training.  General  Armstrong,  stationed  as  an  officer  of 
the  Freedmen's  Bureau  at  Hampton,  where  the  work  had  been 
already  so  well  begun  by  the  American  Missionary  Association, 
saw  the  importance  of  locating  one  of  these  schools  at  that 
point,  central  as  it  was  to  the  great  negro  population  of  Virginia 
North-Carolina,  and  Maryland,  a  population  numbering  more 
than  a  million.  The  seed  sown  years  ago  in  far-off  Pacific 
islands  sprang  now  into  quick  fruitage,  lor  a  youth  passed 
among  a  people  similar  in  many  respects  to  the  Anglo- African, 
gave  him  a  peculiar  power  to  grasp  the  problem  of  the  suc- 
cessful establishment  of  a  normal  school  for  freedmen.  The 
intelligent  and  liberal  support  of  the  American  Missionary 
Association  and  the  Freedman's  Bureau  enabled  him,  when 
appointed  Principal  of  the  Hampton  Institute,  to  adopt  a 
manual-labor  system,  his  opinion  being  that  such  a  system, 
carefully  prepared,  would  best  meet  the  exigencies  of  the  case. 
He  had  seen  the  successful  working  of  such  schools  among  the 
semi-civilized  natives  of  the  Sandwich  Islands,  and  his  own 
views  were  strengthened  by  the  testimony  of  some  of  the  oldest 
of  the  pioneer  missionaries,  one  of  whom,  the  Rev.  Dwight 
Baldwin,  D.D.,  in  writing  to  Hampton,  gives  briefly  the  result 
of  their  experiments  among  the  Hawaiian  people.  He  says, 
"The  Lahainaluna  school  has  been  a  great  light  in  the  midst 
of  the  Hawaiian  Islands.  For  the  whole  forty  years  that  it  has 
been  in  operation,  it  has  been  a  mighty  power  to  aid  us  in 
enlightening  and  Christianizing  the  Hawaiian  race.  Without 
this  seminary,  how  could  we  have  furnished  any  thing  like 
efficient  teachers  for  a  universal  system  of  common  schools,  a 
system  which  has  already  made  almost  the  entire  people  of 
these  islands  readers  of  the  Bible?  Then,  also,  of  all  the  native 
preachers  and   pastors  who   have  been   enlisted  in  this  good 


MANUAL-LABOR   SCHOOLS.  39 

work,  it  has  been  very  rare  to  find  one  particularly  useful  who 
has  not  been  previously  trained  in  this  seminary.  And  through- 
out the  islands,  except  just  about  the  capital,  where  foreigners 
are  employed,  the  execution  of  the  laws  depends  entirely  upon 
educated  Hawaiians.  It  has  always  been  a  manual-labor 
school.  This  arose  partly  from  necessity  ;  but  a  second  reason 
was  that  all  our  plans  for  elevating  this  people  were  laid  from 
the  beginning  to  give  them  not  only  learning,  but  also  intel- 
ligent appreciation  of  their  duties  as  men  and  citizens,  and  co 
prepare  them  in  every  way  for  a  higher  civilization.  The  plan 
pursued  here  in  this  respect  is  the  same,  I  believe,  essentially, 
as  you  have  pursued  at  the  Hampton  Institute.  It  is  the  plan 
dictated  by  nature  and  reason,  and  if  you  pursue  it  thoroughly 
and  wisely,  it  will  make  your  Institute  a  speedy  blessing  to  all 
the  freedmen  of  the  South." 

From  such  witnesses  as  these,  and  from  the  carefully  reported 
experience  of  schools  in  Germany,  France,  and  Great  Britain, 
all  possible  facts  were  obtained,  and  Hampton,  in  1 868,  was 
inaugurated  as  a  manual-labor  school.  To  the  completeness 
with  which  it  has  fulfilled  its  original  design,  many  witnesses 
have  borne  testimony,  and  that  one  given  by  the  Rev.  George 
L.  Chaney,  of  Boston,  in  January,  1870,  is  especially  interesting 
from  its  impartiality  : 

"  This  school,  open  alike  to  men  and  women  of  every  race, 
but  only  attended  now  by  freedmen,  sets  the  rule  of  educa- 
tion to  the  whole  nation.  The  State  which  is  kept  standing 
on  the  threshold  of  our  Union  carries  in  her  hands  the  ideal 
school.  The  Northern  men  and  women  who  went  South  to 
teach  have  learned  more  than  they  have  taught.  Driven  by 
the  necessity  of  their  impoverished  pupils,  they  have  learned  to 
combine  an  education  of  the  hand  with  the  education  of  the 


40  HAMPTON  AND  ITS  STUDENTS. 

mind.  It  is  already  written  in  the  proof-sheets  of  the  new 
history,  that  Massachusetts  learned  from  Virginia  how  to  keep 
school." 

At  the  very  outset,  the  trustees  were  wise  enough  to  reject 
the  theory  that  the  manual  labor  performed  by  students  must 
necessarily  be  made  profitable,  but  based  their  efforts  upon  the 
fact  that  their  system  had  for  its  primary  object  the  education 
of  the  pupils.  They  devoted  themselves  to  obtaining  for  the 
scholars  such  advantages  as  the  nature  of  their  past  lives  made 
specially  desirable  ;  and  realizing  distinctly  that  true  manhood 
is  the  ultimate  end  of  education,  of  experience,  and  of  life,  they 
grounded  their  work  on  the  conviction  that  the  best  and  most 
practical  training  is  that  of  the  faculties  which  should  guide  and 
direct  all  the  others.  They  appreciated  also  the  comparative 
uselessness  of  educating  the  men  of  any  race  when  their 
mothers  and  sisters  are  left  untrained,  and  resolved  that  the 
Hampton  system  should  include  both  sexes  under  the  most 
favorable  possible  circumstances. 

The  school  opened  in  April,  1868,  with  twenty  (20)  scholars 
and  two  (2)  academic  teachers,  while  for  the  term  beginning 
September,  1873,  the  catalogue  shows  us  a  roll  of  twelve  (12) 
teachers  in  the  academic  department,  six  (6)  teachers  in  the 
industrial  departments,  and  two  hundred  and  twenty-six  (226) 
pupils.  These  figures  in  themselves  represent  success,  and 
the  reports  of  the  various  departments  furnish  still  further 
proof  that  the  division  of  labor  and  study  has  been  satisfactory 
to  teachers  and  scholars,  while  the  pecuniary  result  is  altogether 
better  than  was  originally  expected.  At  the  opening  of  the 
present  term,  the  system  may  be  considered  as  matured,  and 
the  division  of  the  school  into  academic  and  industrial  depart- 
ments, each   with  its  separate  corps  of  teachers,  under  the 


THE  FARM. 


41 


CHAPEL  AND  FARM  MANAGER'S  HOUSE. 

control  of  one  principal,  has  been  found  to  afford  the  required 
advantages. 

The  farm  of  one  hundred  and  ninety  (190)  acres,  which 
includes  seventy-two  (72)  acres  of  the  "  Segar  Farm,"  recently 
purchased  with  the  avails  of  the  Land  Scrip  Fund,  is  managed 
by  an  experienced  farmer  ;  and  for  the  purpose  of  interfering  as 
little  as  possible  with  recitations,  the  students  are  divided 
into  five  squads,  which  are  successively  assigned  one  clay  in 
each  week  for  labor  on  the  farm.  All  the  boys  also  work  a 
half  or  the  whole  of  every  Saturday,  during  the  term.  Each 
student  has  therefore,  each  week,  from  a  day  and  a  half  to  two 
days  of  labor  on  the  farm,  for  which  he  is  allowed  from  five  to 
ten  cents  an  hour,  or  from  seventy-five  cents  to  two  dollars  a 
week,  according  to  his  ability. 

From  two  to  four  hired  men  are  steadily  employed  to  take 
care  of  teams,  drive  market-wagon,  etc.  ;  but  the  greater  part 
of  the  farm-work  is  done  by  the  young  men  of  the  school. 
Market-gardening  is  carried  on  extensively,  hundreds  of  dollars' 
worth  of  asparagus,  cabbages,  white  and  sweet  potatoes,  peas, 


42 


HAMPTON  AND  ITS  STUDENTS. 


and  peaches  being  annually  sold  at  Fortress  Monroe,  or  shipped 
to  the  markets  of  Baltimore,  Philadelphia,  New-York,  and 
Boston.  Between  twenty  and  thirty  gallons  of  milk  are  daily 
supplied  to  the  boarding  department  of  the  school  or  sold  in  the 
neighborhood,  at  an  average  price  of  thirty  cents  per  gallon. 


LION    AND   JOHN    SOLOMON. 

The  introduction  of  blooded  stock,  a  French  Canadian  stallion, 
Ayrshire  cattle,  Chester  pigs,  etc.,  is  directly  benefiting  the 
farmers  of  the  surrounding  country,  the  appreciation  of  the 
value  of  these  importations  being  shown  by  the  fact  that  at  the 
■Virginia  and  North-Carolina  State  Agricultural  Fair  held  in 
Norfolk,  in  the  autumn  of  1872,  three  first  prizes  were  taken  by 
normal-school  stock. 

The  division  of  the  one  hundred  and  forty-six  (146)  acres 
under  cultivation  during  the  past  year  is  as  follows  : 

Corn T 55  acres. 

Wheat 35 

Barley 4       " 

Corn-fodder 6 

Peas 4.      " 


THE  PRIXTIXG-OFFICE. 


43 


Early  potatoes 7  ac 

Sweet  potatoes 4 

Asparagus 3  \ 

Cabbages i 

Turnips,  carrots,  etc 3 

Snap  beans 2 

Oats   sowed  with  clover 8 


res. 


Broom-corn \ 

Strawberries h 

Peach  orchard  (8oo  trees) 6 

Pear  orchard  and  nursery 2 

Cherry  and  plum  orchard 2 

Apple  orchard 4 


THE  PRINTING-OFFICE. 


The  printing-office  connected  with  the  school  was  founded 
by  the  gift  of  one  thousand  dollars  from  Mrs.  Augustus  Hem- 
en  way,    of  Boston,  and  was   opened   for   business   November 


44  HAMPTON  AND  ITS  STUDENTS. 

1st,  1 87 1,  beginning  with  two  small  presses,  a  second-hand 
Washington  hand-press,  and  a  quarter-medium  Gordon  press, 
to  which  was  added  last  winter,  by  the  liberality  of  Messrs. 
Richard  Hoe  &  Co.,  of  New-York,  a  first-class  hand  stop 
cylinder  press,  a  gift  of  very  great  value  to  the  school. 
About  the  same  time,  a  donation  of  nearly  three  hundred 
dollars'  worth  of  new  type  was  made  by  Messrs.  Farmer,  Little 
&  Co.,  New-York.  These  generous  gifts  have  greatly  in- 
creased the  working  facilities  of  the  office,  which  is  the  only 
one  in  Hampton.  By  the  job-work  which  it  is  thus  able  to 
take  in,  it  is  established  upon  a  paying  basis,  as  well  as  enabled 
to  offer  greater  advantages  of  work  to  the  students.  The  boys 
employed  in  the  office  are  selected  as  showing  particular  apti- 
tude for  the  business,  and  the  majority  of  them  make  rapid 
progress — one  indeed  having  been  able  during  the  past  year  to 
pay  his  way  in  school  by  work  done  out  of  school  hours. 

The  first  cost  of  the  office  and  its  furniture  was  paid  by 
friends  in  the  North,  and  the  neighborhood  affords  a  fair  regu- 
lar supply  of  job-work,  while  an  illustrated  paper,  The  Southern 
Workman,  is  published  monthly,  for  circulation  among  the  in- 
dustrial classes  of  the  South,  among  whom  it  has  met  with 
a  very  favorable  reception.*  « 

In  addition  to  their  training  on  the  farm  and  in  the  printing- 
office,  the  male  students  are  employed  in  the  carpenter  and 
blacksmith-shops,  shoe-shop  and  paint-shop,  where  most  of 
the  ordinary  repairs  and  light  work  of  the  establishment  are 
done.  These  different  departments  of  manual  labor  furnish 
such  variety  of  instruction  as  admirably  prepares  the  students 
for  the  uncertainty  of  their  future  lives,  and  enables  them  at  the 

*  See  Note  3  in  Appendix. 


TRAILING   OF  THE   GIRLS. 


45 


end  of  the  three  years'  course  to  choose  between  several  occu- 
pations, in  any  one  of  which  they  can  serve  with  honor  and 
profit  to  themselves. 


GIRLS     INDUSTRIAL   ROOM. 

The  young  women  of  the  school  are  also  provided  with  an 
Industrial  Department  (founded  by  a  Northern  lady),  where 
they  are  taught  to  cut  and  fit  garments,  and  to  use  various 
sewing-machines,  the  articles  which  they  produce  being  sold  to 
members  of  the  school  or  to  persons  in  the  neighborhood  ;  and 
the  report  of  the  founder  of  this  department  is,  that  "the  young 
women  employed  are  in  most  cases  faithful  and  industrious, 
eager  and  grateful  for  the  opportunity  of  earning  something 
toward  their  expenses,  while  their  spirit  and  conduct  in  con- 
nection with  the  department  have,  except  in  a  few  cases,  been 
good  in  all  respects."     In  addition  to  the  special  work  of  this 


46  HAMPTON  AND  IIS  STUDENTS. 

department,  the  girls  are  taught  the  ordinary  duties  of  a  house- 
hold, laundry-work,  etc.,  and  are  thus  fitted  to  become  cleanly 
and  thrifty  housekeepers,  while  their  personal  habits  are  care- 
fully superintended,  and  they  are  constantly  instructed  in  the 
simpler  laws  of  health. 

The  labor  performed  by  the  students  during  the  last  two 
years  and  its  results  are  so  essential  a  part  of  the  school's 
history,  that  the  following  extract  from  the  Treasurer's  report 

is  given,  as  embodying  statistics  of  real  value : 

* 

SESSION   OF    1871-2. 

Students  on  labor  list 95 

CREDITS    FOR   LABOR. 

On  farm $1,360  01 

Boarding  Department  (house-work) 1,087  35 

Girls'  Industrial  Department  (sewing,  etc.) 625  03 

School-work  (accountants,  janitors,  carpenters,  etc.) 826  01 

Shoemakers 74  95 

Printing-office 280  62 

Total $4,253  97 

SESSION    OF    1872-3. 

Students  on  labor  list 1 70 

CREDITS    FOR   LABOR. 

On  farm $1,873  93 

Boarding  Department  (house-work) 1,408  90 

Girls'  Industrial  Department  (sewing) 701  08 

Printing-office 239  91 

School-work  (accountants,  janitors,  carpenters,  etc.) 1,018  62 

Shoemakers , 8637 

Work  on  buildings 53  26 

Total 85,382  07 


The  rates  of  credit  for  labor  are  adjusted  according  to  its 
market  value,  and  the  training  which  the  students  receive  in  the 


DIVISION  OF  EXPENSES.  47 

thorough  examination  and  understanding  of  their  accounts, 
which  are  made  out  in  detail  monthly  by  the  Treasurer,  is  of 
permanent  and  incalculable  benefit  to  them. 

One  of  the  fundamental  principles  of  the  school  is  that  no- 
thing should  be  given  which  can  be  earned  or  in  any  way  sup- 
plied by  the  pupil,  and  in  consonance  with  this  principle,  regular 
personal  expenses  for  board,  etc.,  rated  at  $\o  a  month,  are 
thrown  upon  each  student,  to  be  paid  by  them,  half  in  cash  and 
half  in  labor.  Good  mechanics,  first-rate  farm-hands  and  seam- 
stresses can  earn  the  whole  of  this  amount,  but  those  pupils 
whose  labor  is  of  little  value,  and  who  are  destitute,  being 
either  orphaned  or  with  impoverished  parents,  require  and  re- 
ceive proper  aid,  nearly  one  third  of  the  boarders  having  been 
assisted  by  direct  donations  during  the  past  term.  To  this  pur- 
pose are  devoted  the  annual  income  from  the  "  Peabody  Fund  " 
of  $800,,  and  such  part  of  the  cash  receipts  of  the  school  as 
may  be  found  necessary  ;  personal  relief  being  made  systema- 
tically exceptional  and  closely  contingent  upon  high  merit. 

Among  the  most  prominent  dispensers  of  such  aid  are  Mr. 
and  Mrs.  George  Dixon,  of  the  English  Society  of  Friends,  and 
during  six  years  teachers  among  the  freedmen  in  the  South,  at 
their  own  charges.  They  are  now  giving  personal  aid  to  forty- 
five  of  their  former  pupils  as  members  of  this  institution.  To 
this  end,  they  have  secured  funds  by  personal  effort  in  Eng- 
land. Mr.  Dixon  was  for  twenty-five  years  head  of  the  Agri- 
cultural College  at  Great  Ayton,  Yorkshire,  England,  and  now, 
as  a  resident  on  the  Normal  School  premises,  and  lecturer  on 
Agricultural  Chemistry,  adds  very  materially  to  the  resources 
of  the  faculty. 

While  every  thing  is  thus  done  to  cultivate  a  spirit  of  self- 
reliance  and  independence,  it  has  been  proved,  as  a  matter  of 


48  HAMPTON'  AND  ITS  STUDENTS. 

fact,  that  beyond  this  payment  of  actual  personal  expenses,  the 
colored  youth  of  the  South  are  not  able  to  go.  These  young 
men  and  women  at  Hampton  strain  every  nerve  to  meet  the 
daily  cost  of  their  food  and  clothing,  and  it  is  beyond  a  doubt 
that  if  they  are  to  get  any  education  at  all,  such  education  must 
be  given  to  them.  Instruction,  therefore,  is  the  central  point 
of  our  work,  and  entails  the  chief  outlay,  to  meet  which,  the 
actual  cost  of  educating  each  individual,  estimated  at  $70  per 
annum,  has  to  be  secured  by  voluntary  contributions.  In 
order,  therefore,  to  keep  up  that  practical,  personal  interest  in 
the  school  which,  so  long  as  it  depends  upon  private  charity,  is 
of  the  first  importance,  a  system  of  scholarships  has  been  in- 
stituted and  found  to  be  most  successful. 

These  scholarships  are  divided  as  follows  :  Annual  scholar- 
ships of  $70,  scholarships  for  the  course  of  three  years  of  $210, 
and  permanent  scholarships  of  $1000,  the.  interest  of  which  is 
forever  devoted  to  the  education  of  a  pupil.  Last  year,  152 
annual  (or  $70)  scholarships  were  contributed,  many  of  the 
donors  of  which  have  signified  their  intention  to  renew  them, 
thus  meeting  the  heaviest  present  expense  of  the  school ;  but 
the  desire  of  the  trustees  is  to  establish,  as  rapidly  as  possible, 
permanent  (or  $1000)  scholarships,  and  a  number  of  professor- 
ships, of  from  $10,000  to  $25,000  each,  which  will  save  the  time 
and  cost  of  annual  collections,  and  insure  the  future  of  the 
institution. 

The  Rev.  Thomas  K.  Fessenden,  of  Farmington,  Ct.,  over 
two  years  ago  undertook  the  work  of  securing  an  endowment. 
His  efforts  have  been  successful  beyond  expectation  (see 
note  in  Treasurer's  report  in  Appendix)  ;  and  in  this  connection, 
it  is  not  out  of  place  to  mention  that  Mr.  Fessenden  is  the 
founder  of  the  Girls'  Industrial  School  at  Middletown,  one  of 


SCHOLARSHIP  SYSTEM.  49 

the  noblest  charities  in  Connecticut.  As  a  member  of  the 
Legislature  of  that  State,  his  influence  secured  the  passage  of 
a  satisfactory  law  in  behalf  of  that  school,  and  his  personal  so- 
licitations resulted  in  an  endowment  of  nearly  $100,000  for  it. 

The  wholesome  and  pleasant  relation  which  grows  up  be- 
tween the  givers  of  our  scholarships  and  their  recipients,  does 
in  no  way  abate  the  self-respect  of  the  latter,  and  entails  no  loss 
of  stimulus  to  hard  work  ;  for,  in  the  words  of  the  Principal  of 
the  school,  "  it  is  helping  those  who  help  themselves,  and,  as 
results  show,  is  productive  of  sound  scholarship  and  Christian 
manliness."  Each  student  who  is  thus  assisted  is  expected,  in 
the  first  instance,  to  write  a  letter  of  acknowledgment  to  the 
unknown  friend  whose  interest  is  so  substantially  shown,  and 
the  donor  not  seldom  finds  an  unexpected  source  of  happiness 
in  the  quaint  expressions  of  gratitude  which  reach  him  in  the 
name  of  some  .dark-faced  boy  or  girl  hungry  for  books  and  their 
mysterious  contents. 

The  three  classes  of  the  school — Seniors,  Middlers,  and  Ju- 
niors— are  carefully  divided  according  to  the  ability  of  their 
members,  and  the  standard  of  scholarship  is  unvarying,  no  in- 
dividual being  retained  unless  there  is  shown  both  desire  and 
power  to  keep  up  with  the  class  studies,  although  so  much 
hearty  assistance  is  given  by  the  teachers,  both  in  and  out  of 
school  hours,  that  only  the  hopelessly  stupid  or  careless  need 
fear  expulsion.  The  teacher  who  in  her  turn  takes  charge  of 
the  boys'  or  girls'  evening  study  hour  finds  her  office  no  sine- 
cure, as  she  moves  among  the  desks,  stopping  here  and  there 
to  answer  the  impatient  appeal  of  lifted  hands  with  the  few 
words  of  advice  or  encouragement  that  shall  make  the  crooked 
ways  straight  through  the  intricacies  of  algebra,  or  the  laby- 
rinth of  moods  and  tenses. 


5o 


HAMPTON  AND  ITS  STUDENTS. 


THE   ASSEMBLY-ROOM. 


As  to  the  ability  of  these  colored  students  in  comparison 
with  whites,  the  verdict  of  the  teachers  is  unanimous  ;  the  ave- 
rage in  the  Hampton  classes,  they  agree,  differs  little  from  the 
average  in  any  ordinary  Northern  school,  while  the  marked  eager- 
ness to  learn  compensates,  to  a  great  extent,  for  the  entire  lack  of 
culture  in  past  generations  and  of  home-training  in  the  present. 
To  meet  this  want,  which  is  one  of  the  most  serious  hindrances 


WITNESS   OF   TEACHERS.  51 

in  the  colored  student's  road  to  learning,  efforts  are  made  to 
give  them  as  much  general  information  as  possible  outside  of 
the  regular  line  of  school  study,  by  familiar  lectures  upon  topics 
of  common  interest.  These  are  always  listened  to  with  eager 
interest,  especially  when  made  graphic  by  personal  experience, 
or  enlivened  by  blackboard  illustrations.  A  daily  bulletin  of 
news  made  up  from  the  leading  journals,  and  published  on  a 
large  blackboard  in  the  main  hall,  is  found  another  great  help 
in  rousing  these  wakening  minds  to  a  sense  of  what  is  going 
on  in  the  world  around  them. 

I  have  never  seen,  I  can  scarcely  imagine  a  more  hopeful 
picture  than  is  offered  by  some  of  the  more  advanced  students 
of  our  school,  for  there  is  a  quick  gratitude  for  every  word  of 
explanation  which  helps  them  on  their  difficult  path,  to  which 
no  heart  can  fail  to  respond,  while  the  absolute  famine  for 
knowledge  which  distinguishes  them  from  ordinary  students 
finds  its  answer  in  the  brain  of  every  true  teacher.  No  one 
can  live  among  these  people,  much  less  can  attempt  to  open  for 
them  the  way  into  the  wondrous  kingdoms  of  Nature  and  Art, 
without  gaining  in  return  new  views  of  the  possibilities  of 
humanity,  and  strong  faith  that  the  future  of  this  long-enduring 
race  will  yet  redeem  its  past. 

Without  fanaticism,  and  without  special  prejudice  in  favor  of 
the  negroes,  the  teachers  at  Hampton,  going  down  from  North- 
ern schools  and  Northern  homes,  are  fair  witnesses  as  to  the 
capacities  and  characters  of  their  pupils,  and  I  am  only  their 
representative  in  saying  that  to  educate  these  ex-slaves  pays  in 
every  sense. 

The  ex-slaveholders  in  Virginia,  and  generally  in  the  other 
Southern  States,  comprehend  the  necessity  of  negro  education, 
and  are  willing,  not  only  to  put  no  obstacles  in  the  way  of  schools 


52  HAMPTON  AND  ITS  STUDENTS. 

already  established,  but  to  assist  them  wherever  possible,  as  in 
Virginia,  where  o*\z  third  of  the  land  scrip  of  the  State  was  last 
year  voted  to  Hampton,  and  where  the  head  of  the  Depart- 
ment of  Education,  Rev.  W.  H.  Ruffner,  D.D.,*  has  been  one 
of  Hampton's  best  friends,  showing  an  earnest  desire  to  second 
the  action  of  the  school  officials  with  the  prestige  which  his 
position  gives.  The  better  class  of  Southerners  appreciate,  of 
course,  that  the  economic  value  of  an  educated  negro  is  far 
greater  than  that  of  an  uneducated  one,  and  their  desire  to 
develop  the  resources  of  their  country  would  alone  lead  them  to 
see  that  on  this  point  the  interests  of  the  white  and  the  colored 
population  coincide  ;  but  aside  from  this,  there  is  a  growing 
sense  of  the  justice  of  including  the  negro  in  any  future  scheme 
of  popular  education,  which  will  prove  a  valuable  auxiliary  to 
the  conviction  of  the  expediency  of  such  a  course.  As  a  result 
of  this,  the  State  governments  are  gradually  assuming  the 
charge  of  the  elementary  instruction  of  the  colored  people, 
but  the  feeling  against  mixed  schools  is  still  so  strong  that  they 
are  shut  out  from  all  Southern  collegiate  institutions,  and  con- 
sequently are  able  to  get  no  professional  training  except  in 
schools  established,  like  Hampton,  especially  for  them. 

As  has  been  before  noticed,  the  experience  of  the  most  suc- 
cessful missionaries,  all  the  world  over,  as  well  as  that  of  the 
leading  practical  educators  of  the  South,  induces  them  to  prefer 
always  trained  teachers  of  the  same  race  as  those  whom  they 
are  destined  to  teach,  and  already  the  demand  for  colored  teach- 
ers in  Virginia  alone  could  not  be  supplied  by  all  the  Southern 
States  together.  To-day,  thousands  of  colored  children  in  Vir- 
ginia and  the  Carolinas  are  without  elementary  schools,  not 
from  any  unwillingness  on  the  part  of  the  State  governments 

*  See  Appendix,  Note  4. 


1VITATESS   OF  SOUTHERX  SCHOOL-OFFICERS.  53 

to  supply  them,  not  because  salaries  and  school-houses  are 
wanting,  but  solely  because  there  are  no  teachers  ;  and  it  would 
hardly  be  possible  to  find  more  speedy  means  for  facilitating 
popular  education  in  the  South  than  the  establishment  of  in- 
stitutions devoted  primarily  to  the  training  of  colored  teachers. 
Hampton  is  doing  just  this  work,  for  nine  tenths  of  the  gradu- 
ates she  sends  out  become  at  once  teachers  of  colored  schools, 
and  testimony  to  the  thoroughness  of  the  training  they  have 
received  pours  in  upon  us  from  Virginia  school-officers — all  of 
them  ex-slaveholders  and  ex-officers  of  the  Confederate  army — 
who,  without  exception,  report  more  than  favorably  as  to  the 
ability  and  conduct  of  the  teachers  supplied  by  Hampton.* 

In  the  growth  of  such  an  institution  as  this,  in  the  midst  of 
so  disturbed  a  society  as  still  exists  in  the  South,  there  must 
arise,  now  and  again  (in  spite  of  the  determined  efforts  of  its 
officers  to  prevent  political  complications),  questions  involving 
the  rights  and  duties  of  the  colored  people  as  citizens  and 
responsible  political  agents,  and  the  chief  danger  of  the  race  lies 
only  too  evidently  in  the  plasticity  and  ignorance  which  put 
them  completely  under  the  control  of  any  superficial  or  un- 
principled men  \\hose  ambition  may  point  in  the  direction  of 
party  leadership.  This  blind  leading  of  the  blind  is  already 
producing  its  result  in  the  spread  of  the  belief  that  political 
rights  are  better  to  be  obtained  bv  self-assertion  and  selfish 
struggle  than  by  studying  to  acquire  such  fitness  for  power, 
that  power  can  not  be  withheld,  and  this  false  doctrine  can 
onlv  be  counteracted  by  the  introduction  of  intelligent  political 
opinion  among  the  more  advanced  class  of  colored  people. 
Nowhere  can  such  opinions  be  more  quickly  and  widely  dis- 
seminated than  from  a  school  which  strives  to  be  a  centre  of 

*  See  Appendix,  Note  5. 


54 


HAMPTON  AND  ITS  STUDENTS. 


%M 


S- 


READING-ROOM. 

moral  as  well  as  intellectual  light  ;  and  while  at  Hampton  there 
is  constant  endeavor  to  inculcate  an  honest  appreciation  of  the 
importance  of  political  duties,  the  young  men  who  graduate 
from  there  are  earnestly  encouraged  to  value  principle  far  above 
individual  aggrandizement.  There  can  be  no  doubt  that  the 
white  leaders  of  both  parties  in  the  South  have  made  shameful 
use  of  the  ignorance  of  their  negro  fellow-citizens,  and  the  only 
weapons  with  which  such  duplicity  and  dishonor  can  be  suc- 
cessfully fought  are  those  which  education  furnishes.  Any 
institution  having  such  work  before  it  must,  from  the  outset,  be 
independent  of  State  control,  and  while  State  aid  under  certain 
restrictions  should  be  a  matter  of  course,  yet  the  school  system 
should  be  entirely  untrammeled  by  the  chains  of  this  or  that 


SERVICE    TO    THE   STATE,  55 

political  party.  la  this  respect,  Hampton  is  most  fortunately 
free,  having  steered  between  Scylla  and  Charybdis  to  take 
finally  an  independent  stand  which  commands  respect  from  all 
parties. 

The  service  which  Hampton,  in  a  political  aspect,  is  doing 
for  the  State  is  rapidly  obtaining  the  acknowledgment  it 
merits  ;  for  to  withstand  dangers  arising  from  ignorant  com- 
binatioa  is  just  now  (in  the  absence  of  social  criticism  and 
intelligent  public  opinion)  one  of  the  problems-most  urgently 
pressing  on  Southern  society,  and  those  m  >st  interested  recog- 
nize already  that  no  effective  legislation  can  be  looked  for  in  the 
face  of  the  dense  ignorance  existing  among  the  poorer  classes 
of  the  South,  especially  when  such  ignorance  is  manipulated 
by  adroit  and  conscienceless  leaders.  No  radical  change  in  the 
political  condition  can  be  expected  except  as  the  mass  of  the 
people  are  gradually  led  up  to  a  higher  plane  of  thought ;  and 
the  speediest  means  of  effecting  this  advancement  is  found  in 
schools  whose  students,  going  out  in  their  turn  as  teachers, 
influence  the  life  of  a  whole  neighborhood,  and  being  of  one 
blood  with  those  among  whom  they  labor,  know  their  needs, 
and  can  rouse  and  purify  them  by  the  force  of  personal  exam- 
ple. The  value  of  the  Hampton  school  in  this  respect  is  neither 
imaginary  nor  sentimental,  but  altogether  practical  and  suscep- 
tible of  direct  proof,  and  the  acknowledgment  of  this  comes 
to  us  constantly  from  the  most  satisfactory  source,  namely,  from 
educated  Southern  men  themselves,  who  watch  the  progress  of 
our  educational  experiment  with  exceeding  interest,  and  often 
are  ready  with  kindly  words  of  appreciation,  which  in  their 
mouths  are  full  of  meaning.  Undoubtedly,  the  natural,  though 
rapid  development  of  the  plan  of  the  Hampton  trustees  has 
had   much  to  do  with  its   acceptance  by  Southerners  of  every 


56  HAMPTON  AND  ITS  STUDENTS. 

shade  of  political  sentiment,  for  its  growth  from  very  humble 
beginnings  has  been  so  completely  in  accordance  with  the  law 
of  demand  and  supply,  that  the  most  determined  prejudices 
have  faded  away  before  its  steady  progress  ;  and  to-day  those 
Southerners  who  know  any  thing  of  its  work  give  it  the  fore- 
most rank  among  the  educational  institutions  south  of  Wash- 
ington. 

As  an  economic  experiment,  the  manual-labor  system,  as 
applied  at  Hampton,  is  an  undoubted  success* — that  is,  the 
expenses  of  the  school  are  reduced  to  a  minimum,  while  the 
students,  not  overburdened  with  physical  labor,  come  to  their 
books  with  fresh  interest  and  untired  faculties,  and  not  only 
lose  none  of  the  advantages  of  their  three  years'  intellectual 
culture,  but,  on  the  other  hand,  gain  much  by  the  varied  train- 
ing in  the  practical  duties  of  life,  which  opens  to  them  new 
fields  of  labor,  and  offers  fresh  stimulants  to  honest  ambition. 
It  is  no  more  than  true  to  say,  that  in  this  respect  Hampton  has 
exceeded  the  hopes  of  its  founders,  having  demonstrated  that 
the  properly  systematized  manual  labor  of  both  male  and 
female  students  can,  in  this  country,  be  made  a  sure  source  of 
revenue  to  the  school,  without  in  any  degree  lessening  the 
ability  of  such  students  to  receive  intellectual  culture. 

But  while  Hampton  has  a  wide  sphere  of  usefulness  in  its 
relation  to  the  State,  and  as  an  educational  experiment  upon 
the  largest  scale  is  of  interest  to  all  lovers  of  humanity,  it  is  as 
a  noble  and  beautiful  charity  that  it  makes  its  highest  claim  upon 
us  ;  and  in  this  view,  it  is  difficult  to  speak  of  it  in  terms  that 
will  not  seem  to  be  the  result  of  an  exaggerated  sympathy.  At 
the  risk  of  such  accusation,  a  close  acquaintance  with  the  daily 
life  of  the  school  and  a  personal  intimacy  with  its  teachers  and 

*  See  Appendix,  Note  6. 


PURPOSE   OF    THE   SCHOOL.  57 

students  induce  me  to  offer  what  I  believe  to  be  the  experience 
not  of  one  teacher  only,  but  of  the  whole  working  corps  of  the 
school,  in  regard  to  the  efficiency  of  the  academic  department 
and  the  general  characteristics  of  its  pupils.  During  the  term 
of  1873-4,  the  number  of  students  enrolled  was  226,  who  for  the 
academic  course  were  divided  among  twelve  teachers,  most  of 
them  trained  graduates  of  the  best  Northern  schools.  The 
plan  of  the  school  subdivides  these  three  classes  into  smaller 
sections  of  from  twenty  to  fifty  scholars,  according  to  the 
nature  of  the  study,*  and  these  are  passed  from  one  recitation  to 
another  during  the  school  hours,  which  are  from  nine  till  three, 
with  proper  intervals  for  dinner  and  recess.  The  training 
which  they  receive  is,  I  believe,  more  thorough  than  that  given 
in  most  schools,  because,  by  reason  of  the  ignorance  of  the  stu- 
dents on  all  general  as  well  as  special  subjects,  it  is  necessary 
to  begin  at  the  foundation  and  to  reiterate  instruction  until 
permanent  impressions  are  produced,  while,  the  number  of 
studies  being  limited,  the  teachers  are  able  to  do  justice  to 
the  branches  which  they  undertake. 

There  are  doubtless  schools  for  colored  people  in  the  South 
whose  list  of  studies  is  much  longer  and  more  pretentious  than 
.that  of  Hampton,  but  as  the  point  to  be  considered  is  not  so 
much  what  the  negro  at  high  pressure  is  capable  of  learning, 
as  what  for  his  own  present  good  he  most  needs  to  learn,  a 
course  which  includes  merely  the  ordinary  English  branches, 
while  surrounding  the  student  with  influences  calculated  to 
mould  his  character  and  elevate  his  whole  nature,  is  far  more 
desirable  than  one  which  promises  to  turn  out  graduates  pro- 
ficient in  a  dead  language  or  facile  in  oratory. 

More  important  than  quickness  in  thought  or  correctness  in 

*  See  Appendix,  Note  7. 


5  8  HAMPTON  AND  ITS  STUDENTS. 

speech,  are  the  fundamental  habits  of  a  life,  and  this  fact  holds  its 
proper  place  in  our  students'  training.  Every  day,  the  young 
men  are  drilled,  without  arms,  in  various  evolutions,  to  acquire 
promptness  in  obedience  and  in  action,  and  a  good  carriage. 
They  are  closely  inspected  from  head 'to  foot  every  day,  and 
want  of  neatness  in  attire  is  a  matter  for  discipline.  Quarters 
also  are  subject  to  daily  inspection,  and  penalties  are  sure  for 
any  want  of  order.  Standing  in  the  school  depends  quite  as  much 
upon  faithfulness  in  labor  as  upon  proficiency  in  study.  Rank 
is  determined,  as  nearly  as  possible,  by  character  and  real  value, 
and  not  by  recitation-marks. 

The  programme  of  work  at  Hampton  is  simple  enough  at 
first  sight,  but  it  must  be  remembered  that  the  minds  for  which 
it  is  laid  down  are  absolutely  fresh  and  untutored,  while  only 
too  curious  in  the  pursuit  of  knowledge. 

There  are  scholars  and  scholars,  and  it  is  impossible  to  de- 
scribe the  difference  between  a  class  in  Hampton  and  a  class 
of  the  same  relative  a2;e  and  intelligence  in  a  Northern  school. 
It  would  be  good  indeed  if  I  could  put  down  upon  paper  the 
enthusiasm,  the  quick  answers  of  tongue  and  eye,  the  honest 
perseverance,  the  wild  guessing,  the  half-incredulous  astonish- 
ment with  which  some  bit  of  history,  some  scientific  experi- 
ment, or  mayhap  some  ringing  poem  or  well-demonstrated  pro- 
blem, is  received  by  a  group  of  dusky  scholars,  as  they  stand 
gathered  about  the  teacher,  who  for  them  is  an  oracle,  a  hea- 
ven-sent messenger.  Such  eagerness  and  earnestness  of  pur- 
pose make  study  what  it  should  be,  a  delight  to  teacher  and 
pupil,  and  fatigue  and  dullness  are  unknown  conditions  in  the 
midst  of  scholars  to  whom  the  smallest  fact  is  a  treasure,  and 
in  whom  every  day  shows  change  and 'growth. 

I  can  scarcely  ask  those  who  are   strangers  to  such  work  to 


ABILITY  OF  STUDENTS,  59 

believe  how  rapidly  these  young  men  and  women  develop  un- 
der the  novel  influences  brought  to  bear  iron  them  by  teachers 
thoroughly  interested  in  their  progress,  nor  how  quickly  they 
grasp  all  that  marks  their  inferiority  to  the  Anglo-Saxons  with 
whom  they  are  associating.  When  placed  in  contact 
cultivated  white  teachers,  our  colored  students  are  not  long  in 
realizing  how  great  is  the  height  which  they  must  scale  in  order 
to  win  a  true  equality,  and  their  appreciation  of  the  value  of 
cation  and  opportunity  is  so  keen  as  to  seem  at  times  almost 
superstitious.  Yet  this  rarely  discourages  them,  and  their  cha- 
racteristic as  students  is  a  determination  to  sacrifice  much,  and 
labor  to  their  utmost  for  the  education  which  to  them  is  the 
password  to  the  good  things  of  this  world.  They  are  by  no 
means  slow  in  the  acquirement  of  knowledge;  indeed,  when  one 
considers  through  how  many  generations  the  intellectual  facul- 
ties of  the  race  have  lain  dormant,  it  is  astonishing  that  the 
mental  peculiarities  and  weaknesses  of  this  first  .generation  of 
freedmen  are  not  more  marked  and  difficult  to  overcome  than 
they  are  practically  found  to  be. 

Our  students  learn  with  average  readiness,  and  show  more 
than  average  perseverance,  but  find  their  chief  obstacle  in  an 
inability  to  assimilate  the  ideas  which  they  receive,  an  obstacle 
largely  to  be  accounted  for  by  the  fact  that  they  have  had  little 
previous  education,  and  as  children  formed  no  fixed  habits  of 
thought.  The  formulation  of  ideas  and  their  expression  in  words 
are  invariably  difficult  for  them,  and  at  times  it  is  fairly  pitiful  to 
watch  their  efforts  to  catch  and  crvstallize  into  lansfuasfe  a 
thought  which  they  feel  to  be  slipping  from  them  back  into  the 
realms  of  mystery  whence  it  came.  But,  in  the  main,  our  ver- 
dict as  teachers  is  that  they  are  already  good  students,  and  bid 
fair  to  become  better,  while  the  difference  in   the  vouth  who 


6o 


HAMPTON  AND  ITS  STUDENTS. 


enters  Hampton  and  the  youth  who  leaves  it  at  the  end  of  a  three 
years'  course  is  so  great  as  to  be  the  only  personal  argument 
required  among  those  who  know  the  school  in  favor  of  every 
possible  increase  of  its  power  and  facilities. 

Last  year,  we  had  the  sorrow  of  turning  away  from  our  doors 
many  an  applicant  whose  only  hope  lay  with  us,  because  our 
buildings  were  already  more  than  full ;  and  all  through  the  chill 


WINTER   QUARTERS    IX    FRONT    OF    INSTITUTE. 

Virginian  winter,  our  boys,  in  squads  of  twenty-four  to  thir- 
ty at  a  time,  are  lodged  in  tents  whose  canvas  walls  are  frail 
protection  against  the  stormy  winds  which  sometimes  visit 
that  open  sea-coast.  I  have  looked  from  my  window,  on  many 
a  frosty  night,  at  those  icicle-fringed  tents,  and  through  many  a 
wild  morning  have  watched  the  heavy  Southern  rain  beating 


CLAIM    UPON   THE  PUBLIC.  6 1 

upon  their  gray  roofs,  wishing  in  my  heart  that  those  in  North 
or  South  who  tell  us  that  "  negro  "  is  but  a  synonym  for  lazi- 
ness and  cowardice  could  see  for  themselves  the  testimony 
borne  by  that  little  settlement  of  tents  standing  unsheltered 
within  a  stone's  throw  of  the  sea.  There  is  as  much  down- 
right pluck  under  these  black  skins  as  under  any  white  ones, 
and  the  admirable  courage  and  ambition  of  the  freed  people 
deserve  substantial  recognition  and  encouragement  ;  for,  how- 
ever heavy  is  the  tax  laid  upon  them,  they  have  shown  them- 
selves ready  to  meet  it,  for  the  sake.of  the  much-coveted  prize 
of  education. 

We  who,  in  God's  providence,  were  appointed  to  bring  to 
these  children  of  His  their  wearily-looked-for  freedom,  are 
to-day,  in  His  sight,  responsible  in  great  part  for  the  use  they 
make  of  it ;  and  to  have  broken  their  chains  only  to  leave  them 
in  an  ignorance  worse  than  slavery  would  truly  be  a  deed 
unworthy  of  our  country  and  our  Christianity.  We  have  set 
them  free,  and  now  we  have  before  us  the  plain  duty  of  teaching 
them  to  use  their  freedom,  and  to  that  end  there  seems  little 
doubt  such  schools  as  Hampton  are  the  swiftest  means.  In- 
deed, there  is  no  other  way  than  this  ;  and  Hampton,  already 
securely  founded,  has  every  claim  upon  the  attention  and  gene- 
rosity of  the  public,  to  whom  we  appeal,  in  the  name  of  a 
benighted  race,  for  the  speedy  aid  which  shall  lift  from  the 
colored  people  of  the  South  the  burden  of  past  misfortune,  and 
save  their  white  brothers  from  years  of  struggle  and  social 
disorder. 

We  want  more  room,  we  want  money  to  put  up  new 
buildings  which  shall  receive  and  welcome  the  crowd  of  waiting 
students  for  whom  with  our  present  means  we  can  do  nothing, 
and  the  bulk  of  this  money  must  come  from  the  North,  for  the 


62 


HAMPTON  AND  ITS  STUDENTS. 


South  is  no  longer  able  even  to  support  those  institutions  that 
ate  dearest  to  its  national  honor,  and  the  State  has  for  the 
present  done  its  utmost  for  Hampton. 

In  asking  for  an  endowment  for  our  school,  we  draw  atten- 
tion especially  to  the  fact  that  in  these  days  the  centralization 
of  resources  for  advanced  education  is  all-important.  "  Scatter 
your  resources  for  primary  education  ;  concentrate  your  resour- 
ces for  advanced  education,"  has  become  an  axiom  ;  and  one 
such  institution  as  Hampton,  fully  endowed  and  thoroughly 
furnished  with  the  machinery  of  education,  can  do  ten  times 
the  work  of  two  or  three  institutions  indifferently  equipped 
and  constantly  struggling  for  existence.  In  this  country,  where 
the  population  is  spread  over  so  wide  an  area,  these  educational 
foci,  to  which  the  youth  of  the  land  are  drawn  by  the  attraction 
of  advantages  to  be  obtained  nowhere  else,  are  far  more  econo- 
mical of  jDublic  resources  than  any  system  of  scattered  colleges, 
which  only  impoverish  each  other  and  the  State,  while  the  ex- 
perience of  nations  older  than  our  own  demonstrates  the  great 
increase  of  intellectual  power  to  be  obtained  by  the  plan  of 
concentration.  Hampton's  field  practically  embraces  the 
States  of  Virginia  and  North-Carolina,  including  a  colored  popu- 
lation of  nearly  a  million  souls,  while  it  has  always  on  its  stu- 
dent-roll, representatives  from  several  other  States. 

Atlanta  University,  Atlanta,  Ga.,  Fisk  University,  at  Nash- 
ville, Tenn.,  and  Howard  University,  at  Washington,  D.  C, 
all  have  similar  relation  to  the  two  or  three  States  around 
them,  and  the  radius  of  their  influence  has,  in  each  case,  a  sweep 
of  hundreds  of  miles,  though,  as  a  matter  of  course,  there  is  no 
practical  interference.  There  are  many  minor  and  very  merito- 
rious institutions  devoted  to  the  freedmen,  chiefly  denomina- 
tional, but  competition  for  students  is  not  likely  to  arise  in  this 


WHAT  HAMPTON  NEEDS.  63 

generation,  and  there  is  noticeably  more  tendency  to  concen- 
tration in  the  South  than  in  the  North. 

Hampton,  a  school  which  sprang  into  life  in  answer  to  the 
cry  of  a  people  hungry  for  knowledge,  needs,  in  round  numbers, 
an  endowment  of  $300,000,  besides  its  building  fund,  to  make 
it  what  it  should  be,  an  institution  of  the  highest  order,  amply 
supplied  with  means  to  carry  on  the  work  which  it  has  begun. 
New  buildings  are  needed  at  once,  especially  for  the  young  wo- 
men, who  are  not  able  to  bear  the  hardships  which  the  young 
men  willingly  undergo,  and  the  walls  of  "  Virginia  Hall,"  inclos- 
ing chapel,  dining-room,  and  dormitories,  have  risen,  brick  by 
brick,  as  the  money  has  come  to  us  from  kindly  Northern  friends, 
who  believe,  as  we  do,  that  their  gifts  are  made  to  serve  a  noble 
end.  This  "  Hall  "  will  cost,  unfurnished,  $75,000,  and  will  in 
itself  be  an  education  for  our  students,  for  here  they  will  find 
those  appliances  of  civilization  which,  while  they  are  to  us 
every-day  matters,  are  to  them  an  important  part  of  a  new  life. 
Here  they  will  be  taught  the  cleanliness,  order,  and  decencies 
of  manner  which  are  as  necessary  in  any  scheme  of  education 
for  the  negro  as  the  spelling-book  and  the  pen,  and  here  thev 
will  be  made  gradually  but  surely  to  feel  the  influence  of  that 
careful  physical  training  to  which  most  of  them  are  entirely 
strange.* 

When  this  undertaking  is  complete — and  we  have  faith  that 
that  day  is  not  far  off — then  our  young  men  may  claim  a  like 
shelter  and  opportunity,  and  still  must  we  look  chiefly  to  the 
North  to  supply  the  sinews  of  war  in  this  fight  against  igno- 
rance, believing  that  our  prayer,  made  in  the  name  of  a  righteous 
cause,  will  not  go  long  unanswered. 

*  A  further  account  of  Virginia  Hall  and  its  financial  history  will 
be  found  in  the  chapter  devoted  to  the  Hampton  student  singers. 


64 


HAMPTON  AND  ITS  STUDENTS. 


Writing,  as  I  am  permitted  to  do,  as  a  representative  of  the 
teachers  of  the  school,  I  am  able  to  speak  very  boldly  of  its 
personal  aspect,  and  we  who  for  its  sake  are  not  ashamed  tobe^ 
are  of  one  mind  as  to  the  exceeding  great  reward  which  this 
work  offers. 


BALL   CLUB. 

The  reward  to  the  State  is  found  in  the  economy  of  public 
moneys,  and  in  the  protection  from  that  chiefest  danger  to  a 
democracy,  an  ignorant  population. 

The  reward  to  the  teacher  comes  hour  by  hour  in  grateful 
acknowledgment  of  eye  and  hand,  in  the  witness  of  rapid  and 
steady  growth  toward  a  better  life,  in  the  sure  conviction  that 
the  result  will  stand,  not  for  time  alone,  but  for  eternity. 

And  the  reward  of  you  who  give  unto  us  of  that  which  we 
have  not  will  come  in  part  in  the  sight  of  a  noble  work  going 
surely  on  to  its  accomplishment,  but  in  its   completeness  only 


QUESTION  AND   ANSWER.  65 

in  that  hereafter  whose  blessing  is  that  which  passeth  under- 
standing. 

In  this  little  volume,  we  have  tried  to  lay  our  case  fairly 
before  a  public  to  whom  it  is  not  altogether  unknown,  and  the 
facts  of  Hampton's  past  history,  with  the  arguments  which  it 
has  to  show  in  favor  of  its  system,  may,  we  believe,  be  left  to 
speak  for  themselves.  When  we  ask,  "  Shall  Hampton  be  made 
a  permanent,  powerful  institution  ?"  we  think  it  is  evident  that 
the  question  goes  far  deeper  than  its  face. 

"  Shall  the  four  millions  of  ex-slaves  within  our  national 
boundaries  be  educated  into  useful,  honest  citizens,  or  left  to 
corrupt  the  country  and  themselves  by  the  strangely  fatal 
power  of  ignorance  ?" 

"  Shall  the  four  millions  of  God's  children  thrown  helpless 
upon  the  nation's  charity  be  lifted  up  into  the  equality  of 
Christendom,  or  left  to  the  dominion  of  vices  from  which  only 
a  wise  and  timely  care  can  save  them  ?" 

It  is,  in  truth,  this  that  we  are  asking,  and  it  is  to  this  that 
you  into  whose  hands  heaven  has  given  the  means  of  a  peo.- 
ple's  salvation  must  give  the  answer,  an  answer  which,  be  it 
remembered,  reaches  past  our  feeble  questioning,  up  to  the  ear 
of  God  himself. 


66 


HAMPTON  AND   ITS   STUDENTS. 


THE  BUTLER  SCHOOL. 

In  the  year  1863,  when  the  need  of  the  freed  people  was 
most  extensive  and  pressing,  General  B.  F.  Butler,  being  then 
chief  in  command  at  Fortress  Monroe,  erected  with  govern- 
ment funds  the  large  wooden  building  shown  in  the  accom- 
panying cut,  which  has  ever  since  been  known  as  "  The  Butler 
School." 

By  the  end  of  that  year,  above  six  hundred  pupils  were 
gathered  within  its  rough  walls,  under  the  care  of  the  Rev. 
Charles  A.  Raymond,  chaplain  of  the  military  post,  who  con- 
ducted it  upon  the  Lancasterian  plan — that  is,  by  a  system  of 
monitors  who,  after  receiving  instruction  from  the  principal, 
would  at  once  convey  it  to  their  pupils.  Their  task  must  have 
been  sufficiently  perplexing,  inasmuch  as  to  the  ordinary  diffi- 
culties of  such  a  school  was  added  the  unpleasantness  of  having 
all  the  six  hundred  children,  utterly  untrained  as  they  were, 
huddled  into  a  single  room  ;  for  in  those  dark  days,  the  refine- 
ments of  education  were  things  scarcely  to  be  so  much  as  hoped 
for.  This  overcrowding  was,  however,  gradually  relieved  by  the 
establishment  of  another  school  at  "  Slabtown  "  (an  impromptu 
suburb  of  Hampton),  and  by  the  building  of  the  "  Lincoln 
School"  in  1866,  by  General  Armstrong,  with  funds  supplied 
by  General  Howard. 

The  "  Butler"  school-house  was  turned  over  by  the  govern- 
ment in  1865  to  the  American  Missionary  Association,  who 
supplied  it  with  teachers  until  it  became  the  property  of  the 
trustees  of  the    Hampton   Institute,   upon  whose  grounds  it 


68  HAMPTON  AND  ITS  STUDENTS. 

stands.  In  1871,  these  trustees  requested  the  public  school 
officers  of  the  county  to  assume  charge  of  it,  reserving  the  right 
to  nominate  its  principal.  It  thus  became  a  free  county  school, 
the  building,  however,  remaining  the  property  of  the  Hampton 
Institute,  whose  officers  and  teachers  have  kept  a  watchful  eye 
upon  an  institution  many  of  whose  pupils  naturally  pass 
into  the  more  advanced  system  of  Hampton,  and  graduate  from 
there. 

In  fact,  the  school  as  it  now  stands  is  properly  preparatory  to 
the  "  Normal."  It  is  at  present  under  the  charge  of  George  and 
Eunice  Dixon,  members  of  the  Society  of  Friends,  whose 
faithful  labors  for  the  freedmen,  both  in  this  country  and  in  Eng- 
land, have  allied  them  so  closely  with  the  Hampton  School 
that  they  have  come  finally  to  take,  as  teachers,  direct  interest 
in  its  work,  and  from  their  present  responsible  position  furnish 
the  following  facts  in  regard  to  their  school : 

"  Its  pupils,"  writes  Mrs.  Dixon,  "now  number  194:  95  girls 
and  99  boys,  running,  in  age,  from  five  years  to  twenty-four, 
and  my  assistants  are  a  young  colored  wjman,  a  graduate  of 
the  Normal  School  at  Providence,  Rhode  Island,  and  a  young 
colored  man,  a  graduate  of  the  Hampton  Normal  School. 
There  are  two  divisions — the  county  school  and  the  prepara- 
tory class  for  the  '  Normal ;'  the  latter  numbering  some  forty 
members,  most  of  whom  show  a  strong  desire  to  learn,  and 
are  taught  reading,  writing,  arithmetic,  geography,  and  grammar. 

"  As  this  is  usually  their  first  experience  of  school  life,  we 
found  it,  in  the  beginning,  difficult  to  establish  any  proper  dis- 
cipline ;  but  the  system  which  we  have  chosen  has  been  grad- 
ually successful,  and  our  school  is  in  comparatively  good  order. 
We  told  our  scholars  at  the  outset  that  there  was  to  be  no 
whipping,  but  that  persistent  violation  of  the  rules  of  the  school 


WORK  AMONG    THE  CHILDREN.  69 

would  result  in  expulsion,  and  our  resolution  has  been  carried 
out.  One  very  bad  boy  has  been  expelled,  with  the  promise  of 
being  allowed  to  reenter  next  year  if  he  shows  himself  deserv- 
ing of  the  privilege,  and  others  have  been  suspended  for  a  day 
or  two,  and  taken  back  on  a  promise  of  obedience.  The  plan 
has  worked  well,  and  had  a  good  effect  upon  the  school." 

The  Superintendent  of  Public  Schools  for  the  county,  a 
Southern  gentleman,  George  M.  Peek,  Esq.,  has  always  shown 
especial  interest  in  the  Butler  School,  and  on  his  last  official 
visit  to  it  expressed  his  warm  gratification  with  its  present  con- 
dition, which  is  very  'encouraging,  as  its  influence  among  the 
younger  children  of  the  neighborhood  is  immediate,  while  its 
position  as  preparatory  to  the  higher  training  of  Hampton 
makes  its  well-being  a  matter  of  serious  importance. 

M.  F.  A, 


INTERIOR    VIEWS 


OF 


THE  SCHOOL  AND  THE  CABIN. 


By   H.  W.    L. 


NEGRO     CABIN     AT     HAMPTON. 


INTERIOR  VIEWS 


OF 


THE     SCHOOL     AND     THE     CABIN. 


A  four  months'  residence  in  the  school,  and  the  occasional 
opportunities  its  busy  hours  afford  for  researches  among  the 
cabins,  could  scarcely  enable  one  to  elaborate  any  thorough 
estimate  of  negro  character,  or  to  add  any  thing  of  value  to  the 
discussion  of  the  great  question  of  the  freedmen's  education, 
though  one  quarter  of  that  time  is  enough  to  fascinate  a  novice 
with   the  work. 

I  have  to  offer  instead,  therefore,  only  a  few  sketches,  in 
simplest  light  and  shade,  of  the  life  of  bondage  and  freedom,  a 
few  homely  interiors  of  the  cabin  and  school ;  and  the  subject 
is  so  full  of  picturesqueness  and  variety,  that  I  find  it  difficult 
to  choose  from  the  materials  I  have  collected. 

The  special  interest  of  most  of  the  portraits  is  that  they  are 
drawn  by  their  own  originals.  They  were  obtained  from  our 
students  by  the  offer  of  prizes  for  the  best  executed,  with  the 
design  of  private  distribution,  to  interest  friends  at  the  North, 
and  for  this  purpose  were  left  entirely  uncorrected  and  unre- 
vised  ;  and  as  only  the  new-comers  were  asked  to  write,  they  are 
a  sample  of  the  material  we  have  to  work  upon  rather  than 
of  the  results  of  our  work. 

After  all,  this  broken  speech  seems,  somehow,  on  mellow 
Southern  tongues,    far    more   musical   than  elegant   English. 


74  HAMPTON  AND  ITS  STUDENTS. 

There  is  a  charm  of  freshness  and  spontaneity  and  uncon- 
scious eloquence  which  the  first  effect  of  cultivation  is  often  to 
destroy.  A  provincial  dialect  is  picturesque  as  a  peasant 
costume,  and  can  be  remodeled  only  at  the  expense  of  its 
grace. 

It  is  passing  rapidly  away,  and  its  wearers,  naturally  per- 
haps, are  eager  to  cast  off  and  forget  as  utterly  as  they  may 
what  they  regard  as  a  badge  of  former  humiliation,  not  realiz- 
ing that  they  will  by  and  by  return  and  reverently  seek  for 
the  scattered  fragments  of  a  past  that  was  so  rich  in  pathetic, 
characteristic  interest. 

There  is  a  present  and  practical  reason  for  us  to  collect 
them,  that  we  may  more  vividly  picture  to  ourselves  the  neces- 
sities of  our  new  fellow-citizens  and  the  duties  we  still  owe  to 
them.      . 


WHAT  IS    THE  PRIVILEGED    COLOR.  75 


WHAT   IS   THE    PRIVILEGED  COLOR? 

We  are  very  frequently  asked  whether  we  discover  any 
marked  difference  in  the  mental  and  physical  strength  of  our 
light  and  dark  students,  the  prevailing  idea  seeming  to  be  that 
the  approach  to  the  Anglo-Saxon  type  must  be  in  all  respects 
an  advantage.  The  school  is  perhaps  as  good  a  field  as  could 
be  found  for  the  study  of  this  interesting  and  significant 
question.  We  find  there  all  shades  of  color  and  various  race 
mixtures,  and  at  first  view  the  subject  seems  a  puzzling  one. 
The  prize  biography  last  year  was  written  by  a  student  who 
might  go  from  one  end  of  the  Union  to  the  other  without  being 
suspected  of  a  drop  of  negro  blood  ;  the  prize  oration,  at  the 
laying  of  the  corner-stone  of  Virginia  Hall,  was  delivered  by  a 
young  man  of  the  most  undoubted  African  type.  The  ques- 
tion is  one  which  demands  careful  and  thorough  study ;  and  a 
far  more  valuable  consideration  of  it  than  my  few  months' 
observation  can  furnish  is  the  following  testimony  of  General 
Armstrong  : 

"  The  experience  of  teachers  of  freedmen,  as  far  as  I  know, 
is,  that  nothing  is  to  be  taken  for  granted,  by  reason  of  a  light 
skin. 

"There  is  a  good  deal  in  the  shape  of  the  head,  the  facial 
angle,  the  general  make-up  or  style  of  the  person,  but  there 
are  frequent  exceptions  to  this.     Many  are  better  than  they  look. 

"  The  light  color  usually  signifies  a  less  cheery  disposition  ; 
mulattoes  and  octoroons  often  have  sad  faces,  languid  eyes,  such 
as  are  hardly  to  be  found  among  the  pure  blacks.  In  respect 
to  intellect,  the  latter  are  quite  as  apt  to  be  well  endowed  as 
the  former.  The  negro  is  usually  more  ingenuous  and  simple 
than  the  mixed  class. 


76  HAMPTON  AND  ITS  STUDENTS. 

"  The  pure-blooded  have  more  endurance  than  the  other 
class  ;  they  can  stand  more  heat,  longer  and  harder  pressure, 
and  seem  to  have  not  only  more  vitality,  but  to  be  more  likely 
to  last  as  a  people.  Infusion  of  white  ideas  has  proved  much 
more  advantageous  to  the  blacks  than  infusion  of  white  blood. 

"  There  is  a  good  deal  of  jealousy  and*  caste  feeling  among 
the  negroes,  based  on  color ;  a  decided  preference  for  being 
white.  This  points  to  the  unhappy  fact  of  a  lack  of  pride  of 
race,  of  esprit  de  corps  as  a  nation.  They  seem  to  have  no 
national  idea  ;  and  with  strong  desire  and  effort  for  individual 
improvement,  there  is  little  faith  in  or  enthusiasm  for  them- 
selves as  a  people  with  a  high  destiny. 

"  My  experience  and  observation  for  over  two  years  with  the 
black  troops  was,  that  the  highest  non-commissioned  officers 
were  as  dark,  as  a  class,  as  the  rest  of  the  regiment.  These  offi- 
cers were  carefully  picked  out  for  their  capacity  and  force,  and 
I  took  pains  to  see  if  they  were  not  of  lighter  skins  than  the 
rest  of  the  rank  and  file.  The  best  ten  in  a  thousand  were 
about  of  the  average  shade.  I  learned  to  base  no  opinion  what- 
ever on  mere  color." 

A  rather  amusing  aspect  of  the  question  is  taken  by  one  of 
the  students  who  is  as  white  as  the  whitest  of  us,  and  bears  the 
additional  peculiarity  of  red  hair  in  mockery  of  his  undoubted 
claim  to  African  descent.  He  sets  forth  feelingly  some  of  the 
conflicting  advantages  and  disadvantages  of  a  white  skin : 

"  I  am  at  the  Hampton  Normal  School  at  present,  under  the 
patronage  of  Mr.  George  Dixon,  for  whose  goodness  to  me  I 
shall  always  feel  grateful.  On  my  way  to  this  place,  I  made 
the  acquaintance  of  a  colored  gentleman  going  to  Petersburg, 
so  we  journeyed  together  from  Danville,  and  met  with  nothing 
of  note  till  we  got  to  Burkeville,  where  we  had  to  wait  for  the 
cars  till  next  day.  On  getting  off  the  train,  I  was  immediately 
beset  by  porters,  who  claimed  me  for  their  respective  hotels. 
As  I  could  not  be  well  divided,  I  went  with  one  who  promised 


A  DOUBTFUL  PRIVILEGE.  77 

me  a  bed  for  twenty-five  cents,  (cheap  !)  As  they  did  not  ask 
my  companion  to  go,  I  said  to  him,  '  Come,  let's  go  to  the  hotel/ 
He  and  I  started,  but  he  was  informed  by  the  proprietor  that 
he  didn't  take  colored  people  at  his  hotel,  and  he  recommended 
him  to  another  place  ;  but  me  they  took  to  the  hotel,  not 
knowing  that  I  was  colored  ;  so,  as  they  didn't  ask,  I  didn't 
busy  myself  telling  it,  and  was  comfortably  provided  for,  for 
the  night. 

"  This  was  all  very  well  till  next  day,  when,  going  to  get  my 
ticket,  I  called  for  a  second-class  fare,  for  my  money  was 
somewhat  short.  The  agent  looked  at  me  with  a  stare,  and 
said,  '  Sir,  we  only  sell  second-class  tickets  to  niggers  !  As  you 
are  a  white  man,  you  must  buy  a  white  man's  ticket.'  Here 
was  a  stunner.  A  colored  man  made  into  a  white  man  with- 
out his  say  so  !  But  I  was  not  to  be  outdone,  and  so  hunted 
up  my  colored  friend,  who  bought  me  the  desired  '  nigger's ' 
ticket,  and  we  bid  Burkeville  farewell," 


78  HAMPTON  AND  ITS  STUDENTS. 


A   WOLF   IN    SHEEP'S    CLOTHING. 

It  was  a  great  surprise  to  me  to  discover  that  the  element 
of  humor  is  almost  entirely  lacking  in  the  character  of  the 
Southern  negro,  though  he  has  a  certain  sense  of  the  broadly 
grotesque.  He  may  sometimes  furnish  material  for  the 
humor  of  others,  but  it  is  quite  unintentional  usually.  Whe- 
ther this  be  a  primitive  de6ciency  or  not,  I  do  not  know.  It 
may  well  enough  be  owing  to  the  severe  schooling  of  slavery, 
which  left  little  time  for  any  laughing  but  that  coarser  sort 
which  comes  from  want  of  thought  instead  of  quickness.  Does 
not  this  very  want,  however,  itself  suggest  a  means  of  elevating 
him — at  least  a  test  of  his  progress  ?  I  have  always  hailed  the 
dawn  of  a  tolerable  joke  as  a  promise  of  light  ahead,  and  I 
regard  the  sly,  humorous  hit  at  a  fleecy  official  wolf  one  of  the 
best  points  in  the  otherwise  well-written  sketch  which  fol- 
lows : 

LORENZO    IVYS    LIFE. 

"  Times  have  changed  so  fast  in  the  last  ten  years,  that  I  often 
ask  myself  who  am  I,  and  why  am  I  not  on  my  master's  plan- 
tation, working  under  an  overseer,  instead  of  being  here  in 
this  institution,  under  the  instruction  of  a  school-teacher.  I 
was  born  in  1849.  My  master  was  very  good  to  his  slaves, 
and  they  thought  a  great  deal  of  him.  But  all  of  our  happy 
days  were  over  when  he  went  South  and  caught  the  cotton 
fever.  He  was  never  satisfied  till  he  moved  out  there.  He 
sold  the  house  before  any  of  the  black  people  knew  any  thing 
about  it,  and  that  was  the  beginning  of  our  sorrow.  My 
father  belonged  to  another  man,  and  we  knew  not  how  soon 
we  would  be  carried  off  from  him.  Two  of  my  aunts  were 
married,  and  one  of  them  had  ten  children,  and  both  of  their 


A    WOLF  IN  SHEEP'S   CLOTHING.  79 

husbands  belonged  to  another  man.  Father  and  my  uncles 
went  to  their  masters  and  asked  them  to  buy  their  families. 
They  tried  to,  but  our  master  wouldn't  sell,  and  told  him 
how  many  hundred  dollars'  worth  of  cotton  he  could  make  off 
us  every  year,  and  that  we  little  chaps  were  just  the  right  size 
to  climb  cotton-stalks  and  pick  cotton.  But  our  master  and 
father's  master  had  once  agreed  that  if  either  one  of  them 
ever  moved  away,  he  would  sell  out  to  the  other.  So  father's 
master  sent  for  the  other  gentlemen  who  heard  the  conversa- 
tion, and  they  said  it  was  true.  After  a  day  or  two's  considera- 
tion, he  agreed  to  let  him  have  mother  and  the  seven  children 
for  $12,000.  That  released  us  from  sorrow.  But  it  was  not  so 
with  my  aunts  ;  they  had  lost  all  hope  of  being  with  their 
husbands  any  longer  ;  the  time  was  set  for  them  to  start  ;  it 
was  three  weeks  from  the  time  we  were  sold.  Those  three 
weeks  did  not  seem  as  long  as  three  days  to  us  who  had  to 
shake  hands  for  the  last  time  with  those  bound  together  with 
the  bands  of  love. 

"  Father  said  he  could  never  do  enough  for  his  master  for 
buying  us.  They  treated  us  very  well  for  the  first  three 
or  four  years — as  the  saying  was  with  the  black  people,  they 
fed  us  on  soft  corn  at  first  and  then  choked  us  with  the  husk. 
When  I  was  large  enough  to  use  a  hoe,  I  was  put  under  the 
overseer  to  make  tobacco-hills.  I  worked  under  six  overseers, 
and  they  all  gave  me  a  good  name  to  my  master.  I  only  got 
about  three  whippings  from  each  of  them.  The  first  one  was 
the  best  ;  we  did  not  know  how  good  he  was  till  he  went  away 
to  the  war.  Then  times  commenced  getting  worse  with  us. 
I  worked  many  a  day  without  any  thing  to  eat  but  a  tin  cup  of 
buttermilk  and  a  little  ji;ce  of  corn-bread,  and  then  walk  two 
miles  every  night  or  so  to  carry  the  overseer  his  dogs  ;  if  we 
failed  to  bring  them,  he  would  give  us  a  nice  flogging. 

"  When  the  war  closed,  our  master  told  all  the  people,  if 
they  would  stay  and  get  in  the  crop,  he  would  give  them  part 
of  it.  Most  of  them  left  ;  they  said  they  knew  him  too 
well.     Father  made  us  all   stav,  so  we  all  worked  on  the  re- 


bo  HAMPTON  AND  ITS  S1UDENTS. 

mainder  of  the  year,  just  as  if  Lee  hadn't  surrendered.  I 
never  worked  harder  in  my  life,  for  I  thought  the  more  we 
made,  the  more  we  would  get.  We  worked  from  April  till  one 
month  to  Christmas.  We  raised  a  large  crop  of  corn  and 
wheat  and  tobacco,  shucked  all  the  corn  and  put  it  in  the  barn, 
stripped  all  the  tobacco,  and  finished  one  month  before  Christ- 
mas. Then  we  went  to  our  master  for  our  part  he  had  pro- 
mised us,  but  he  said  he  wasn't  going  to  give  us  any  thing,  and 
he  stopped  giving  us  any  thing  to  eat,  and  said  we  couldn't 
live  any  longer  on  his  land.  Father  went  to  an  officer  of  the 
Freedmen's  Bureau,  but  the  officer  was  like  Isaac  said 
to  Esau :  '  The  voice  is  like  Jacob's  voice,  but  the  hands 
are  the  hands  of  Esau.'  So  that  was  the  way  with  the  officer 
— he  had  on  Uncle  Sam's  clothes,  but  he  had  Uncle  Jeff's 
heart.  He  said  our  master  said  we  wasn't  worth  any  thing, 
and  he  couldn't  get  any  thing  for  us,  so  father  said  no  more 
about  it. 

"  We  made  out  to  live  that  winter — I  don't  know  how.  In 
April,  1866,  father  moved  to  town  where  he  could  work  at  his 
trade.  He  hired  all  of  us  boys  that  were  large  enough  to  work 
in  a  brick-yard  for  from  three  to  six  dollars  a  month.  That  was 
the  first  time  I  had  tasted  the  sweet  cup  of  freedom. 

"  I  worked  hard  all  day,  and  went  to  night-school  two  terms 
and  a  half,  and  three  months  to  day-school.  When  I  entered, 
I  could  read  and  spell  a  little,  but  did  not  know  one  figure  from 
another,  or  any  writing.  These  schools  were  kept  by  the 
Philadelphia  Friends'  Relief  Association,  and  had  very  good 
teachers. 

"  Father  moved  next  to  East  Tennessee,  and  I  went  to 
school  there  three  months  last  winter,  and  was  sent  with  my 
sister  and  two  other  brothers,  by  some  kind  friends  who  had 
been  my  teachers,  to  this  Hampton  Normal  and  Agricultural 
School.' 


HUGGING    THE  OLD  FLAG.  8 1 


HOW   AUNT    SALLY    HUGGED    THE    OLD    FLAG. 

A  few  rods  from  the  school-farm  gate,  on  the  road  to 
Hampton,  stands  a  row  of  neat  white-washed  cabins,  curtained 
by  swinging  Virginia  creepers,  and  hiding  behind  mammoth 
rose-bushes,  rosy  often  till  Christmas,  though  not  so  last 
winter,  which  was  the  coldest  since  the  war — the  war  is  still 
the  epoch  from  which  all  dates  are  calculated  in  the  South. 

On  a  mild  November  day,  after  a  vain  and  unsophisticated 
search  through  Hampton  for  a  church,  black  or  white,  disposed  to 
keep  Thanksgiving,  I  stopped  with  a  friend  at  the  door  that  boasts 
the  biggest  rose-bush,  to  negotiate  for  a  bouquet  to  adorn  our 
Thanksgiving  dinner-table.  Aunt  Sally's  familiar,  beaming  face 
and  portly  form  filled  the  low  doorway. 

"  Come  in,  come  in,  chillen.  I'se  right  proud  for  to  see  yer. 
Jes'  come  in  an'  sot  up  to  de  fiah  a  bit,  whiles  I  gets  ye  some 
posies.     We'll  hab  right  smart  ob  a  fros'  to-night,  /believe." 

"  Thank  you,  Aunty,"  we  said,  accepting  her  invitation,  and 
stepping  into  an  absurdly  tiny  bit  of  a  room,  neat  as  wax-work, 
one  side  of  it  entirely  taken  up  by  a  hugely  disproportioned 
fireplace,  a  pine  "  candle-knot"  distributing  warmth  and  cheer- 
fulness between  the  great  brass  andirons,  and  a  grizzly  old 
"  uncle"  toasting  himself  comfortably  in  the  chimney-corner.  He 
rose  as  we  entered,  and  gave  us  a  minor  echo  of  Aunt  Sally's 
hearty  greeting. 

"  How  is  it  you're  all  such  heathen  here  in  Hampton,  Aunty  ? 
Not  a  church-door  open  on  Thanksgiving-Day  !  Got  nothing 
to  be  thankful  for  ?" 

"  Laws,  yes,  dear.  I'se  been  thankful  stiddy  for  de  las'  ten 
year — eber  sence  Massa  Linkum  proclamated  dat  de  black 
folks  was  free.  But  I  specs  fo'  suah  you  won't  find  no  churches 
open  'thout  it  is  ober  to  de  Missionary." 

"  Oh !  yes,  our  chapel  is  open,  and  full  too,  but  we  thought 
we'd  like  to  see  how  you  keep  the  day  yourselves." 


82  HAMPTON  AND  ITS  STUDENTS. 

"  Well,  dear,  I  rreber  see  it  kep'  nohow  down  yere.  I  reckon 
it's  a  kind  o'  Yankee  day,  like  Christmas  is  ourn.  Dere  use 
to  be  great  doin's  ober  Christmas  in  de  ol*  times." 

"  You  know  you  promised  to  tell  us  something  about  those 
old  times  some  day,  Aunty.  Have  you  always  lived  here,  in 
Hampton  ?" 

"  I  war  raised  yere,  dear,  but  our  family  move  ober  to  Nor- 
folk, an'  we  war  dere  when  de  war  took  place." 

"  So  you  have  always  belonged  to  the  same  family — you  had 
pretty  easy  times  then,  hadn't  you  ?" 

"  Dat's  so,  dear.  I  war  always  employed  a-nussin'  chillen,  you 
see,  an'  dey  took  good  keer  ob  me." 

4<  How  many  children  have  you  had,  Aunty  ?" 

"Fourteen,  dear.  De  las'  one  war  as  likely  a  young  gal 
when  she  war  fifteen  as  eber  you  see  ;  tall,  an'  pretty  as  a 
pictur',  Rosy  war — jes'  as  pretty  as  a  pictur' !"  and  the  old  face 
kindled. 

"  What's  become  of  them  all,  Aunty  ?" 

"  Sold,  dear  ;  ebery  one  on  'em  sold  down  Souf,  away  from 
me." 

"  And  Rosy  ?" 

"  Sold — to  a  trader — when  she  war  fifteen  ;  an'  jes'  as  pretty 
as  a  pictur'.  I  did  hear  he  sol'  her  to  a  man  in  Richmond, 
but  I  neber  could  fin'  nuffin  ob  her,  dough  I  sent  dere  sence 
de  war.     She's  dead — she  must  be." 

There  was  a  silence — a  convulsion  passed  across  the  dark 
face — one  gasp  of  reviving  motherhood  shook  her  great  breast, 
and  then  her  features  settled  back  into  their  patient  repose. 

"  When  de  chillen  war  all  done  gone,"  she  went  on  to  say, 
"my  missis 'lowed  me  for  to  hire  my  own  time,  an'I  tuk  a 
little  cabin  jes'  out  ob  Norfolk,  an'  lived  dere  by  myself  eber 
sence." 

"  How  did  you  support  yourself?  Didn't  you  find  it  hard 
work  ?" 

"  I  done  washin'.  I  got  along  well  enough  tell  the  war  come, 
an'  den  it  war  mighty  hard  scratchin'  for  ebery  body  ;  but  I 


HUGGING    THE   OLD   FLAG.  83 

war  too  old  to  be  ob  much  use  to  'em,  so  dey  let  me  stay  by  my- 
self.    I  war  dere  when  de  Yankees  marched  into  Norfolk." 

"  That  must  have  been  a  great  time  for  your  people." 

"  I  tell  ye  what,  it  war  dat.  My  missis,  she  tuk  fright  afore- 
hand,  an'  move  into  de  country,  'long  o'  some  ob  her  relations, 
an'  she  try  for  to  scare  me.  '  You'd  better  come  'long  too, 
Aunty,'  she  say  ;  '  dem  Yankees  '11  cotch  you.  Dey's  all  got 
hoofs  an'  horns  like  de  debil,  an'  dey  won't  leave  a  haar  on 
you'  head,  fo'  suah.'  I  done  tell  her  what'd  dey  go  to  do 
to  an  ol'  good-for-nuffin  nigger  like  me.  Dey  wouldn't  hab  no 
use  for  me,  I'se  thinkin'.  I'll  stay  by  de  stuff.  So  she  leff  me. 
Dey  didn't  come  for  a  day  or  two,  but  one  mornin'  I  started 
out  soon  wid  a  basket  ob  eggs  for  to  sell,  when  I  heared  sech 
a  screechin',  an'  a  runnin',  an'  a  hollerin',  as  ef  de  day  ob 
judgment  had  come.  All  de  colored  people  war  out  in  de 
streets,  an'  de  white  ladies  war  a  frowin'  down  deir  best  chiny 
bowls  an'  pitchers,  an'  ebery  ting  dey  could  lay  der  han's  on, 
out  ob  de  second-story  windows,  at  'em,  so  dey  had  to  take  to 
de  middle  ob  de  street,  an'  dere  dey  stood  all  up  an'  down  in 
rows,  a  shoutin'  an'  a  hollerin'. 

"  An'  den  I  see  a  great  flag,  all  torn  an'  dirty,  a  stretched 
clar  across  de  street,  a  hangin'  way  down  mos'  to  de  groun'. 
1  What's  dat  flag  ?'  I  say  to  a  man  in  de  crowd.  '  Dat  flag  ?' 
he  say.  '  Why,  dat's  a  bressed  flag,  Aunty.  Dat's  de  Union 
flag,  an'  de  Yankees  is  comin'  !' 

"  I  tell  you,  I  jes'  drop  my  basket  ob  eggs  like  I'd  been 
shot,  and  ran  down  de  street  like  an  ol'  cow,  'thout  stoppin',  tell 
I  got  to  dat  yer  flag,  an'  den  I  spreads  out  my  two  arms  wide 
— so — an'  I  hugs  dat  ol'  flag  up  to  my  bress — so — an'  I  kisses 
it,  an'  a  kisses  it,  an'  I  says,  '  Oh  !  bress  you — bress  you — bress 
you  !  Oh  !  why  didn't  you  come  sooner  an'  save  jes'  one  ob  my 
chillen  ?'  An'  den  de  Yankees  come  a  marchin'  up  de  street 
wid  de  ban'  a  playin',  an'  de  people  a  shoutin',  an'  I  war  cryin'  so 
I  couldn't  see  nuffin,  tell  all  to  once  I  'membered  what  my  ol' 
missis  tell  me,  an'  I  wiped  my  eyes,  an'  looked  to  see  ef  dey 
did  hab  horns  for  sartin." 


84  HAMPTON  AND  ITS  STUDENTS. 

"  Well,  did  you  see  any  horns,  Aunty  ?" 

"  Go  'long  ;  dey  were,  ebery  one  on  'em,  as  pretty  a  gen'le- 
man  as  you  be,  sah,  an'  one  ob  de  Yankee  officers  on  a  big 
white  horse  see  me,  an'  hollered  out  to  me,  '  Dat's  right,  ol' 
woman,  hug  de  ol'  flag  jes'  as  much  as  ye  wan'  ter,'  an*  de 
soldiers  all  cheered  like  mad. 

"  De  white  ladies  done  shut  up  dem  windows  mighty  quick 
when  dey  see  de  troops  a  really  comin',  an'  all  de  colored  folks 
war  out  all  night.  A  white  man  says  to  me,  '  Do  you  know 
it's  arter  nine,  ol'  woman  ?'  but  a  soldier  steps  up  quick,  an' 
says, '  Neber  mind  what  time  it  is  ;  no  more  pattyroles  now, 
Aunty  !'  So  we  done  stay  up  all  night  long,  a  shoutin'  an'  a 
glorifyin'  God !" 

We  dried  our  eyes,  took  our  roses,  and  went  home,  feeling 
that  we  had  heard  our  Thanksgiving  sermon  after  all. 


THE   WOMAN  QUESTION  AGAIN.  85 


THE    WOMAN    QUESTION    AGAIN. 

The  proportion  of  girls  to  boys  in  the  applicants  for  admis- 
sion to  the  school  is  about  two  to  three.  It  is  not  unfair,  I 
think,  to  estimate  their  relative  appreciation  and  use  of  its  op- 
portunities at  about  the  same  ratio,  and,  as  far  as  I  have  been 
able  to  inform  myself,  it  is  the  ratio  which  exists  generally 
among  the  freed  people.  There  are  brilliant  exceptions,  but,  as 
a  general  rule,  the  young  women  are  not  so  intensely  alive  as 
the  young  men  are  to  the  importance  of  an  education.  There 
must  be  a  reason  for  this  state  of  things,  of  course.  I  think 
it  is  that  slavery  has  done  more  for  the  degradation  of  woman 
than  of  man,  and  freedom  less,  thus  far,  to  elevate  her. 

Ask  any  young  freedman  what  liberty  means  to  him,  and  he 
will  answer  instantly,  u  Citizenship — suffrage — the  right  to  be 
an  American  citizen."  The  acquisition  of  this  right,  with  all  its 
present  privileges  and  dreamed-of  possibilities,  was  a  new  birth 
to  the  slave — the  wakening  of  a  new  soul.  It  is  the  secret,  I 
believe,  of  his  marvelous  hunsrer  and  thirst  after  knowledge. 
Ignorance  he  thinks  the  badge  of  slavery.  He  confides  in  his 
white  leaders  because  of  their  superior  information. 

"  Look  at  de  white  folks,"  I  heard  a  preacher  say,  in  a  per- 
sonal application  of  his  sermon,  no  doubt  well  understood  by 
his  flock.  "  D'ye  eber  see  a  white  man  want  to  marry  a  woman 
when  he  had  a  lawful  wife  a  libing  ?  Neber  !  I  neber  heared 
ob  sech  a  thing  in  all  my  life.  A  white  man  is  'structed  :  he 
knows  dat's  agin  de  law  and  de  gospil." 

It  is  evident  that  this  touching  confidence,  and  his  exalted 
estimate  of  his  unaccustomed  privileges,  may  easily  be  taken 


86  HAMPTON  AND  ITS  STUDENTS. 

advantage  of  by  unscrupulous  leaders,  to  the  freedman's  injury, 
but  his  intentions  are  innocent.  .  In  the  glow  of  the  first  rosy 
dreams  of  youth  that  have  ever  been  allowed  him,  he  honestly 
believes  that  knowledge  is  power.  He  will  therefore  make 
every  sacrifice  for  it.  A  student  at  Hampton,  asked  to  give 
his  reason  for  wishing  an  education,  and  his  purpose  in  life, 
wrote  naively,  "  I  wish  to  be  a  statesman  for  the  good  of  my 
people." 

Without  this  conspicuous  and  dazzling  goal,  the  young  freed- 
woman  feels  no  corresponding  immense  incentive  to  the  diffi- 
cult task  of  self-education.  A  higher  standpoint  than  slavery 
has  left  her  is  necessary  to  see  that  freedom's  rich  gift  to  wo- 
man is  better  than  the  ballot-box,  and  imposes  higher  respon- 
sibility— the  gift  of  home :  the  right  to  her  husband,  the  right 
to  her  children,  the  right  to  labor  for  her  loved  ones  in  a  secure 
home,  whose  purity  and  happiness  depend  more  than  half  upon 
herself.  She  does  not  dream  that  there  is  as  much  connection 
between  arithmetic  and  housekeeping  as  there  is  between 
grammar  and  public  speaking. 

There  is  the  more  need  therefore  of  patient  and  earnest  ef- 
fort by  the  teachers  who  are  working  for  the  elevation  of  this 
race  to  rouse  the  dormant  energies  of  those  upon  whom  its 
higher  civilization  will  so  largely  depend,  and  the  success  which 
such  efforts  often  bring  proves  them  well  worth  while.  In  the 
list  of  colored  teachers  who  have  gone  out  from  Hampton,  there 
are  none  more  promising  and  useful  than  some  of  its  young 
women  graduates. 

lizzie  gibson's  story. 

"  I  was  born  a  slave  in  the  year  1852.  I  spent  my  happiest 
days  of  slavery  in  my  childish  days,  and  thought  it  was  always 


A    GIRL'S   GLIMPSE   OF  SLAVERY.  87 

to  be  just  that  way;  but  at  the  age  of  seven  years  that  thought 
was  changed,  and  a  sorrowful  change  it  was.  I  was  then  taken 
from  my  mother,  as  all  the  rest  of  the  children  was.  Neither 
of  us  went  to  the  same  place,  and  only  one  staid  at  the  old 
home.  My  master,  as  I  called  him,  died,  and  being  greatly  in 
debt,  we  were  first  hired  out  to  get  money  to  pay  the  debts. 
This  was  not  so  grievous  at  first.  We  would  get  together  and 
talk  to  each  other  about  it,  and  how  we  were  going  to  eat  good 
things  when  we  got  to  our  new  homes  ;  but  just  a  few  days  be- 
fore the  hiring  took  place,  I  was  struck  to  my  heart  with  a 
scene  I  can  never  forget,  and  it  was  this.  There  was  a  very 
public  place  where  I  then  lived,  and  all  that  wanted  to  hire, 
sell,  or  buy,  would  come  here,  generally  in  court  week,  or  the 
first  day  of  the  year.  Then  the  streets  would  be  crowded,  to 
get  them  a  nigger,  as  they  generally  called  us,  and  in  the  crowd- 
ed street,  sitting  on  the  ground,  was  a  colored  woman  with  her 
children  ;  her  husband  was  standing  a  little  way  off  from  her, 
crying.  There  walked  up  to  him  a  white  man,  and  said,  *  Have 
you  any  clothes  ?  If  you  have,  get  them.  You  belong  to  me 
now.  I  want  you  to  go  home  with  me.  Be  quick  about  it,  for 
I  want  to  be  off.'  Then  with  a  loud  cry,  the  colored  man  said, 
'  I  have  nothing  but  my  wife  and  children.  Have  you  bought 
them- too  ?  Are  they  going  with  you  ?'  '  No,'  said  the  white 
man,  '  I  have  bought  none  but  you.'  Then  he  begged  to  stay 
and  see  what  was  going  to  be  done  with  his  wife  and  children, 
but  the  man  screamed  out  at  him  to  get  into  the  wagon  to  go, 
but  would  not  tell  him  where  he  was  going.  Just  at  that  time 
stepped  up  a  very  nice-looking  man,  and  said,  '  I  have  bought 
your  wife  and  the  baby,  but  the  little  boy  I  can't  get.  I  will 
give  her  enough  to  eat  and  wear,  and  she  shall  be  my  cook.' 
Then  walked  up  a  great  ugly-looking  man  and  said,  '  Tell  your 
mammy  good-by  then.' 

"  I  stood  and  looked  some  time  without*stirring,  and  when  I 
found  myself  the  briny  tears  were  trickling  down  my  cheeks. 
This  was  my  first  dread  of  slavery.  Then  the  day  came  forme 
to  stand  on  the  block.     It  did  not  go  so  hard  with  me,  but  my 


88  HAMPTON  AXD   ITS   STUDENTS, 

sisters  and  brothers  was  scattered  so  that  I  never  saw  them 
again  until  we  were  called  to  this  place  again,  not  for  the  same 
light  occasion,  but  it  was  for  the  fearful  one  of  being  sold.  I 
was  bought  by  the  same  one  that  I  was  hired  to.  I  became 
quite  a  favorite  with  this  family.  They  were  very  good  to  me, 
and  taught  me  some  of  the  precious  truths  of  the  Bible,  which 
I  have  found  of  much  use  to  me.  God  grant  that  I  may  con- 
tinue to  learn  of  them  and  become  wise  in  Christ. 

"The  war  came  and  went  without  my  feeling  it  in  the  least. 
Then  came  the  Emancipation,  which  was  welcomed  by  every 
colored  person,  for  it  was  the  first  time  that  they  were  able  to 
say,  '  Glory  to  God  in  the  highest,  peace  on  earth,  good-will  to 
men,'  without  being  afraid.  I  could  hear  first  one  and  then 
the  other  saying,  '  I  am  free  !'  Then  I  went  to  live  with  my 
cousin,  and  had  a  chance  to  go  to  school.  I  went  six  months, 
and  learned  to  read  very  well,  and  then  went  out  to  service 
again,  as  I  thought  it  my  duty  to  help  my  father,  who  was  not 
very  strong,  and  had  six  children  of  us.  In  1870.  I  got  a  very 
pleasant  school.  This  I  taught  one  year,  and  then  returned 
home  for  the  first  time  in  my  life. 

"In  October,  1872,  I  came  to  Hampton,  and  will  still  look 
to  God  for  the  future." 

As  an  illustration  of  what  three  years  of  earnest  work  can  do 
for  a  young  freed  woman,  I  add  to  these  sketches  the 

ADDRESS    OF    WELCOME, 

COMPOSED    AXD    DELIVERED    AT    HAMPTOX     SCHOOL     COMMEXCEMEXT, 
BY   ALICE   P.    DAVIS,    OF    THE    GRADUATIXG   CLASS,    JUNE    12,    1 873. 

"  Kixd  Friexds — Ladies  axd  Gextlemex  :  We  welcome  you 
here  to  day,  and  feel  ourselves  highly  honore:!  to  be  favored 
with  your  presence.  •  Welcome,  a  hearty  welcome  to  you,  kind 
friends,  who  have  left  your  homes  to  be  with  us  to-day  ; 
welcome,  a  happy  welcome  to  our  Board  of  Trustees  :  and  again 
a  cordial  welcome  to  all.     Looking  over  this  assemblage,  I  see 


A    GIRL    GRADUATE.  89 

many  persons  whose  hearts,  I  believe,  glow  with  brotherly  love 
and  sympathy,  hoping  to  see  us  prosper  in  our  work  at  Hamp- 
ton. Before  us  are  some  of  the  noble  benefactors  who  have 
contributed  so  liberally  to  our  school.  Dear  friends,  you  have 
been  strong  pillars  of  our  institution,  and  by  your  ample  assist- 
ance we  have  been  raised  to  this  point,  and  we  still  look  to  you 
for  the  future.  We  are  not  yet  where  we  want  to  be,  nor  what 
we  want  to  be.  We  are  still  dependent — only  making  one  step 
toward  the  point  we  are  striving  to  reach  ;  and  when  you  see 
us  climbing  higher  and  higher  up  the  hill  of  science,  you  can 
but  look  back  upon  the  past  and  feel  that  you  have  again 
received  your  money  with  usury. 

"  Friends  of  Virginia,  who  are  present  with  us  to-day,  we  hope 
that  you  will  never  have  cause  to  regret  that  the  building  which 
to-day  receives  the  name  of  Virginia  Hall  was  founded  upon 
your  soil.  Your  generous  gift  to  us  of  the  College  Land 
Scrip  shows  that  you  appreciate  the  work  that  has  begun  here, 
and  we  can  only  acknowledge  your  magnanimity  by  using 
every  means  given  us  in  trying  to  redeem  your  State  from 
poverty  and  ignorance.  She  has,  to-day,  many  who  have 
enjoyed  the  advantages  of  this  school,  working  with  earnestness 
and  Christian  fervor  to  diffuse  knowledge  among  her  illiterate 
citizens.  Let  North  and  South  unite  their  efforts  to  rear  such 
institutions  as  this,  from  whose  walls  light  may  beam  into  all 
our  households,  filling  us  with  joy  and  peace.  With  unspeak- 
able joy  can  I  exclaim,  with  the  psalmist,  '  Oh  !  that  men  would 
praise  the  Lord  for  his  goodness  and  for  his  wonderful  works 
toward  the  children  of  men  !'  He  has  done  great  things  for 
us,  as  a  race,  by  bursting  the  galling  chains  of  sin  and  ignorance 
and  raising  up  for  us  such  kind  friends.  Had  it  not  been  for 
our  friends,  many  of  us  would  not  be  here,  receiving  day  by  day 
an  education  which  brings  us  from  the  dark  path  of  ignorance 
to  this  beautiful  field  of  knowledge.  As  we  go  out  into  the 
world,  we  shall  still  look  to  this  school  as  our  kind  Alma  Mater 
— ay,  a  mother  indeed  she  has  been  to  us,  for  she  has  given  us 
more  instruction  in  these  three  years  than  our  dear  but  illiterate 


90  HAMPTON  AND  ITS  STUDENTS. 

mothers  ever  could.  Girls,  let  us  determine  to  work  faithfully 
in  the  cause  of  education,  that  the  seeds  of  education  we  receive 
here  may  spring  up  and  bear  much  fruit. 

"  We  thank  all  those  who  have  shown  kindness  to  our  Singers, 
who  are  now  giving  concerts  to  raise  the  beautiful  building  of 
which  we  expect  to-day  to  lay  the  corner-stone.  The  word 
corner-stone  calls  my  mind  to  that  beautiful  verse  in  the  Bible, 
'  The  stone  which  the  builders  rejected,  the  same  has  become 
the  head  of  the  corner  ;'  that  stone  upon  which  the  whole  is 
now  resting.  Let  us  raise  our  hearts  and  voices  to  the  great 
Corner-stone  to  pour  forth  his  blessings  upon  us,  that  our 
school  may  be  consecrated  to  him,  as  was  the  beautiful  temple 
of  Solomon  ;  that  those  who  abide  within  her  walls  may  have 
their  hearts  set  upon  the  noble  work  of  instructing  their  race  ; 
that  their  general  deportment  may  be  such  as  will  give  their 
school  credit ;  and  that  after  we  leave  here,  we  may  get  for  her  a 
name  that  will  never  be   effaced. 

"  Dear  schoolmates,  the  whole  responsibility  is  resting  upon 
us.  We  are  to  raise,  as  it  were,  her  walls  higher,  year  by  year  ; 
therefore  let  us  work  with  unwearied  zeal,  never  ceasing  to  labor 
until  He  shall  say, '  It  is  enough.' " 


THE  RICHNESS  OF  ENGLISH  9* 


THE    RICHNESS    OF    ENGLISH. 

I  ought,  perhaps,  to  borrow  from  the  wit  of  the  immortal 
Artemus,  to  head  the  following  biography  with  the  assurance 
that  "  this  is  not  a  goak,"  though  it  may  serve  as  a  good  illus- 
tration of  the  first  effect  of  disturbing  the  picturesque  costume 
of  the  freedman's  own  dialect.  I  should  not  publish  it  certainly, 
if,  while  I  know  it  will  provoke  a  laugh — as  it  would  by  this  time 
in  the  writer — I  did  not  hope  that  it  will  find  many  readers  as 
sympathetic  as  one  to  whom  I  showed  it  in  manuscript — a  lady 
of  intellect  and  culture,  who  can  judge  our  "peculiar  institu- 
tions" all  the  more  impartially,  perhaps,  for  not  being  an 
American,  while  her  remarkably  delicate  acquaintance  with 
English  gives  her  as  quick  appreciation  of  the  drollery  of  its 
misuse  as  if  it  were  her  mother  tongue. 

She  detects  within  the  curious  tangle  of  words  more  ideas 
than  are  sometimes  found  in  school  compositions  at  the  North, 
and  a  touching  depth  of  heart.  She  sees  interesting  suggestions 
of  tropical  fertility  and  strength  of  imagination  ;  she  finds 
something  very  pathetic  in  the  evident  struggle  for  expression, 
and  she  thinks  that  your  irresistible  laugh  will  be  followed  by  a 
deeper  thought  and  a  tenderer  judgment. 

I  have  hoped  so,  too. 

AN    EARLY    EFFORT. 

"I  was  born  September  1st,  185 1,  at  Nixonton,  a  small  col- 
lection of  Pasquotank  Co.,  N.  C.  When  two  years  old,  more  or 
less.  I  remember  loving  little  play-carts,  and  made  them  often, 
and  felt  that  I  had  done  as  much  as  the  man  who  makes  the 
large   and  useful  dray.      Little    play-vessels  in    like  manner 


92  HAMPTON  AND  ITS  STUDENTS. 

charmed  my  years  as  they  passed.  And  the  like  fancies  pos- 
sessed my  love.  When  the  civil  war  of  1861  came  on,  I  was 
near  ten  years  of  age.  My  father  was  a  slave,  but  my  mother 
was  not,  but  considered  free,  consequently  I  was,  as  mother, 
what  was  called  the  free-born  in  those  days. 

"  My  mother  was  obliged  to  work  very  hard  to  support  her  four 
children,  father  being  unable  to  do  but  little.  People  were  in 
confusion  on  the  account  of  war,  and  father,  accordingly,  for 
the  sake  of  freedohi,  ran  away  in  the  Union  lines,  about  sixty 
miles  from  home,  to  Roanoke  Island,  N.  C.  Seven  months  after- 
wards he  returned,  and  taking  mother  and  the  children,  retraced 
his  route  to  the  Union  lines.  At  first  we  were  a  little  troubled, 
but  soon  father  got  some  work  to  do,  and  began  to  make  money 
and  means  of  support.  Meanwhile,  government  schools  were 
erected.  My  brother  and  sister  were  sent  to  school,  and  I  put 
to  work  to  help  earn  means  of  support.  After  the  first  year  we 
were  there,  I  was  sent  to  school.  I  studied  my  books  with 
much  energy,  and  my  teachers  said  I  learned  remarkably,  thus 
gaining  the  approval  of  teachers  and  friends. 

"Time  rolled  on,  and  when  we  had  been  there  two  years  and  a 
half,  we  returned  home  (in  1864).  Now  the  war  being  closed, 
that  terrible  conflict,  the  people  were' not  yet  settled.  Money 
being  scarce,  father  knew  not  what  to  do  for  the  best.  Gov- 
ernment schools  were  set  up  in  our  city,  and  I  went  to  school 
a  few  months,  when  father,  seeking  for  a  better  situation, 
moved  in  the  country  a  few  miles  where  there  was  not  any 
schools  or  churches,  and  his  subsequent  removals  into  similar 
vicinities  began  an  effectual  change  in  my  manner,  being  desti- 
tute of  these  necessary  instructions.  Tho'  I  never  forgot  to 
work  what  I  could  for  my  own  elevation.  Two  years  in  this 
desolated  land  when  I  had  passed  through  an  ordeal  of  these 
unfriendly  circumstances. 

"  At  this  point,  father  again  removed  home,  and  I  went  to 
school  a  short  while  in  the  winter,  and  resumed  my  business  of 
farming  in  spring,  as  usual,  but  with  brighter  views,  looking-  on 
the  dark,  sarcastic  sceneries  of  the  past  like  unto  a  stamp  by  which 


THE  RICHNESS  OF  ENGLISH.  93 

a  feature  was  wrought  in  my  diameter,  which  in  every  way  made 
me  probably  more  fit  and  ready  for  incidents ;  which  rebelled 
against  extravigance  and  approved  economy.  When  I  got 
these  small  opportunities  to  attend  school,  I  valued  them  much. 
My  father  could  not  aid  or  send  me  to  school  much  at  the 
time,  and  it  was  my  constant  prayer  to  God  for  the  time  when  I 
could  go  to  school,  and  I  looked  to  the  time  when  I  should  be 
twenty-one. 

"  Time  rolled  on,  and  on  Sep.  *i,  1872,  I  was  twenty- 
one.  The  time  now  expired  that  I  had  long  looked  to  lor 
more  brighter  prospects.  But  being  out  in  the  wide  world 
without  experience  to  seek  my  own  welfare  was  seemingly 
keen.  The  first  work  I  did  to  earn  money  for  myself  was 
teaching  a  small  school  near  home.  My  teacher  having 
previously  given  me  the  advice  to  come  to  Hampton  N.  & 
A.  Institute,  I  did  accordingly,  entering  this  school  October 
1,  inst. 

"  I  began  to  see  my  way  more  clearly.  God  was  answering 
prayer.  Event  after  event  with  the  time  had  been  passing, 
leaving  me  apparently  the  more  in  dark  dispare.  Those 
which  appeared  as  joy  served  only  as  the  meteors  which  appear 
and  then  disappear,  leaving  you  in  the  more  obscure  darkness 
than  before.  But  this  event  was  so  soothing  to  my  disparing 
heart,  and  so  much  more  than  a  poor  boy  could  expect,  so 
lofty,  /  was  inspired,  or  seemed  inspired  with  magnanimity.  I 
could  love  my  friends,  and  look  upon  my  enemies  without 
contempt,  scorn,  or  hatred.  Here  at  this  place  I  was  pro- 
vided with  friends  more  and  better  than  I  felt  my  unworthy 
self  deserving.  I  feel  with  gratitude  and  much  love  toward 
them,  and  feel  or  rather  know  that  '  thanks  '  are  too  small  a 
sacrifice  for  their  attention,  kindness,  and  generosity  to  me. 

"  Time  was  yet  rolling  untill  to-day.  I  can  only  stand,  com- 
pare the  past  with  the  present,  meditate  the  striking  con- 
trast, the  difference  of  my  present  feeling  with  that  of  last 
year  this  time,  or  year  before,  or  if  you  will,  the  time  before  ; 
I  can  look  on  my  teachers  and    friends  with    uplifted,  light, 


94  HAMPTON  AND  ITS  STUDENTS, 

and  fervent  heart,  and  dilating  eyes,  telling  the  unutterable 
story  of  thanks  within.  My  desire  is  to  make  every  effort 
prove  my  faithfulness  to  them  and  my  own  elevation,  and  to 
show  that  I  value  it  beyond  my  power  of  expression.  I  have 
every  desire  to  be  that  in  principle  and  character  which  men 
could  approve  and  God  could  smile  upon. 

"  Now  at  home  are  two  sisters  and  four  brothers,  who  are 
not  enjoying  the  advantages  of  education,  and  command  my 
sympathy." 


THE   SUNNY  SIDE   OF  SLAVERY.  95 


THE    SUNNY    SIDE    OF    SLAVERY. 

The  truthfulness  of  a  picture  depends  quite  as  much  on  the 
light  in  which  it  is  viewed  as  on  that  in  which  it  is  painted.  In 
selecting  its  tone  and  arranging  his  light  and  shade,  the  artist 
has  to  consider  where  it  will  hang,  and  what  strange  rays  will 
fall  across  his  lines  and  distort  his  shadows.  He  can  not  al- 
ways afford  to  sit  down  in  broad  daylight  and  paint  his  picture 
just  as  he  sees  it. 

I  think  the  time  has  happily  arrived  when  the  pictures  of 
slave-life  may  be  so  painted,  instead  of  being  toned  down  to 
one  or  another  uniform  tint  to  suit  a  Northern  or  a  Southern 
exposure.  They  are  not  now  to  be  viewed  in  the  fierce  glow  of 
passion,  the  twilight  of  cold  indifference,  or  the  cross-lights  of 
conflicting  popular  prejudices,  but  in  the  clearness  of  a  day  that 
is  approaching  its  meridian,  in  whose  generous  and  generally 
diffused  radiance  the  more  delicate  shades  of  an  experience  that 
was  varied,  like  all  other  phases  of  human  life,  may  be  dis- 
cerned and  appreciated. 

The  darkest  places  of  slavery  can  indeed  be  illuminated  only 
by  that  light  from  above  which,  soon  or  late,  shines  into  all  the 
dark  places  of  earth,  the  sunshine  of  God's  love  and  providence. 
It  is  time,  perhaps,  that  those  of  us  who  have  been  so  long 
accustomed  to  regard  slavery  as  an  unmitigated  evil  and  dark- 
ness should  look  at  it  in  this  higher  light.  In  the  long  per- 
spective of  the  ages,  we  have  no  trouble  in  seeing  that  every 
nation  which  has  been  great  in  history  has  passed  through  its 
baptism  of  fire.  We  can  acknowledge  that  the  forty  years' 
wandering  in  the  wilderness  were,  to  the  Israelites,  the  neces- 
sary entrance  to  the  Promised  Land.     We  glory  in  the  tribula- 


96  HAMPTON  AND  ITS  STUDENTS. 

tions  also  of  our  own  Puritan  ancestors,  and  fathers  of  the 
Revolution,  and  are  quite  willing  to  think  that  the  inherited 
benefits  of  their  sufferings  and  struggles  have  not  so  far  run 
out  in  a  century  that  it  is  yet  time  to  renew  them.  And  so 
those  who  are  standing  as  educators  of  this  new-born  nation 
of  freedmen,  viewing  them  from  close  standpoints,  in  all  lights, 
and  mingling  not  only  with  a  picked  class  of  students,  but 
with  the  outside  masses,  and  with  those  whose  relations  to 
them  have  so  suddenly  changed,  learn  to  discern  the  hand  of 
God  in  the  long  wanderings  and  captivity  of  this  race,  whose 
history  bears  so  striking  an  analogy  to  that  of  the  Peculiar 
People,  that  they  have  themselves  adopted  that  as  the  type  of 
their  own. 

I  have  been  most  forcibly  struck  with  this  aspect  of  the  case 
as  exemplified  in  the  difference  I  find  between  the  freed  people 
and  their  brethren  in  the  North,  among  whom  my  estimate  of 
the  race  was  first  formed.  The  marked  superiority  in  many 
respects  of  a  people  just  emerged  from  slavery  to  those  who 
had  not  with  a  great  price  obtained  their  freedom — though 
there  are  of  course  shining  and  well-known  exceptions  to  such 
a  statement — perplexed  and  troubled  my  most  cherished  con- 
victions of  the  value  of  the  privileges  of  liberty,  until  I  remem- 
bered it  is  through  much  tribulation  that  we  enter  into  all  our 
kingdoms,  and  reflected  that  we  lovers  of  liberty  at  the  North 
have  imposed  upon  our  colored  brother  all  the  depressing  dis- 
tinctions of  caste  that  make  a  great  part  of  the  demoralizing 
influences  of  slavery,  while  he  has  missed  the  stern  discipline 
of  an  experience  which,  terrible  as  it  was,  has  developed  a 
strength  and  a  stamina,  a  religious  sentiment  and  character  in 
his  enslaved  brother  which  his  weak-natured  race  could  never 
have  gained  otherwise,  it  may  be,  certainly  not  in  the  tropical 


THE  SUNNY  SIDE   OE  SLAVERY,  97 

wilds  from  which  it  came.     In  this  light  of  God  upon  history, 
slavery  itself  may  yet  praise  Him. 

But  even  from  lower  standpoints,  we  may  now  acknowledge 
occasional  rays  that  cheer  the  darkness.  We  may  gratify  our 
faith  in  humanity  with  the  acknowledgment  that  many  large- 
hearted  and  deep-thinking  slave-owners  have  existed,  like  one 
whose  liberal  views  and  clear  foresight  make  him  now  one  of 
the  ablest  advocates  of  the  education  of  the  freedmen,  who,  in 
the  face  of  his  influential  position  in  the  South,  used  to  gather 
his  numerous  slaves  into  Sunday-schools  and  teach  them  to 
read  and  write.  We  shall  find  that  there  were  many  others 
who,  from  simple  generosity  and  gentlemanliness,  or  even  the 
mere  characteristic  good-nature  of  a  Southern  temperament,  if 
you  will,  unconsciously  made  the  best  of  the  unnatural  relations 
in  which  birth  and  education  had  placed  them,  and  cast  a  glow 
of  cheerfulness  over  the  life  upon  "  the  old  plantation." 

There  is  something  cheering  and  honorable  to  both  sides  in 
the  fact  that  a  friendship  still  exists  in  some  cases  between  the 
freedmen  and  their  former  masters,  and  there  are,  I  believe, 
not  unfrequent  cases  like  that  of  Aunt  Nancy,  in  Hampton, 
who,  seeing  her  old  mistress  reduced  to  poverty  by  the  war, 
insists  on  still  doing  her  washing  and  many  little  heartily 
rendered  services. 

And  there  is,  certainly,  some  significance  in  the  fact  that 
when  General  Armstrong,  as  officer  of  the  Freedman's  Bureau 
at  Hampton,  took  measures  to  distribute  the  crowded  popula- 
tion of  freedmen  who  had  flocked  there  as  "  contrabands,"  a 
very  large  proportion  gladly  accepted  the  free  passes  offered  by 
the  Bureau  to  return  to  their  old  homes.  They  knew,  of  course, 
that  they  were  returning  as  freedmen  and  not  slaves,  and  one 
motive  may  have  been  a  mere  physical  attachment  to  locality, 


98  HAMPTON  AXD  ITS  STUDENTS. 

or  the  longing  to  see  their  own  people  ;  but  it  is  evident,  at 
least,  that  their  old  masters  had  not  always  inspired  them  with 
a  dread  of  fiends  who  could  not  be  endured  in  any  relation. 
They  found,  indeed,  in  very  many  cases,  that,  practically,  the 
new  responsibilities  of  freedom  involved  hard  work  and  self- 
sacrifice  to  which  they  had  never  been  accustomed.  And, 
while  the  darker  aspects  of  slave  life  have  their  own  terrible 
reality,  it  is  no  doubt  true  that  its  merely  physical  effects  were 
not  always  felt  as  oppressive. 

It  is  in  the  intense  light  of  his  new  opportunities,  and  by  the 
broad  contrasts  of  such  advantages  of  education  and  dignity  as 
the  school  affords,  that  the  freedman  looks  back  upon  the  house 
of  bondage  as  a  dungeon  of  unmitigated  darkness.  It  is 
pleasant  to  find  that,  even  on  this  higher  standpoint,  he  can 
sometimes  preserve  a  sunny  memory  of  the  past,  such  as  that 
below,  whose  single  dark  line,  the  bare  fact  of  enslavement,  is, 
after  all,  the  real  clue  to  all  the  worst  results  of  an  intrinsically 
false  system. 

TIMOTHY     SMITH'S     LIFE. 

"  My  parents  were  both  slaves.  They  belonged  to  different 
masters.  We  children  were  with  our  mother.  Our  master 
was  an  honest,  religious  man,  and  kind  to  his  servants.  He 
owned  a  medium-sized  plantation.  Here  I  was  nurse  for  several 
years.  I  liked  the  line  of  nursing  very  much  as  it  were*  my 
own  brothers  and  sisters  I  had  to  attend  to.  From  thence  he 
put  me  in  the  house  as  a  dining-room  servant.  I  can  almost 
imagine  now  precisely  how  I  looked  then  standing  round  the 
table  with  a  large  bunch  of  peacock  feathers  in  my  hand  fan- 
ning the  flies  off.  Just  as  soon  as  the  meals  would  be  over,  I 
would  be  out  playing,  hunting,  or  fishing.  I  seen  delightful 
times  in  those  days.     When  I  was  at  home,  they  would  have 


THE  SUNNY  SIDE   OF  SLAVERY.  99 

me  sometimes  working  on  the  farm,  sometimes  in  the  house. 
Either  occupation  were  done  cheerfully.  Every  thing  seemed 
pleasant  to  me,  and  I  was  almost  as  happy  as  a  spring  bird, 
except  for  one  thing  that  I  was  bereft  of  that  grieved  me  much, 
and  that  was  an  education.  I  had  almost  every  thing  I  wished 
for  in  reason  except  an  education  and  freedom.  When  I  was 
large  enough  to  attend  to  my  master's  affairs,  he  put  me  at  the 
head  of  his  farm.  This  I  delighted  in  much.  I  felt  like  that 
he  was  a  dear  friend  of  mine,  for  he  would  often  tell  me  that  I 
would  be  free  some  of  these  days,  for  the  Bible  said  so.  This 
was  several  years  before  the  rebellion,  but  I  believed  him,  for 
he  was  a  truthful  man.  I  have  followed  my  plow  many  a  day, 
whistling  of  my  plain  tunes,  and  felt  like  that  there  was  a 
better  day  a  coming — meanwhile  I  enjoyed  a  good  time. 

"  At  the  end  of  the  war,  he  told  me  I  was  welcome  to  stay  with 
him  the  balance  of  the  year.  He  clothed  and  fed  me,  but  gave 
me  no  wages.  As  my  mother  and  father  had  been  parted  by 
some  misfortune,  I  was  obliged  to  look  out  for  mother  and 
seven  children,  so  when  Christmas  drew  nigh  I  told  him  that  I 
must  2fet  a  home  where  I  could  work  for  them.  He  told  me  he 
would  give  me  any  price  in  reason  if  I  wrould  stay  with  him  the 
next  year.  Well,  I  agreed  to  stay,  provided  he  would  give  me 
one  fourth  of  every  thing  that  was  made  upon  the  plantation  and 
feed  the  whole  family  and  school  us  of  nights.  He  immediate- 
ly agreed  to  do  so.  I  would  work  hard  upon  the  farm  all  day 
and  study  at  night.  I  did  not  know  my  a  b  c's  at  the  begin- 
ning of  1866.  I  could  not  write  my  name  in  1867.  There  were 
no  public  schools  near  by.  I  walked  a  mile  every  night,  some- 
times in  snow  knee-deep.  I  seen  that  education  was  a  great 
thing  and  something  that  I  badly  needed,  especially  in  keeping 
my  accounts.  I  staid  there  during  1868.  That  fall  I  had  a 
chance  to  go  five  months  to  a  public  school.  I  thought  the 
time  was  precious  and  I  lost  just  as  little  of  it  as  possible.  My 
distance  then  was  five  miles,  which  I  walked  every  night  and 
morning.  Rain,  hail,  or  snow  seldom  kept  me  back.  During 
that  time  I  professed   religion.     Ever  since  that  time  I  have 


IOO  HAMPTON  AND  ITS  STUDENTS. 

been  trying  to  serve  my  Heavenly  Master.  I  find  it  to  be  the 
greatest  thing  that  I  ever  did  in  my  life.  In  1869  I  went  seven 
months  to  school  again,  living  with  my  uncle  three  miles  from 
the  school. 

"  The  Superintendent  of  the  county  was  anxious  to  have  me 
come  to  this  Institution,  so  through  his  recommendation  I  am 
here  to-day,  and  belong  to  the  Junior  Class.  I  am  grateful 
to  God  for  this  much-esteemed  opportunity. 

"  Dear  reader,  you  will  please  remember  when  you  read  these 
few  lines  that  you  are  reading  the  writing  of  a  person  that  has 
only  had  about  sixteen  or  seventeen  months  school  altogether." 


FATHER  PARKER'S  STORY.  IOI 


FATHER    PARKER'S    STORY. 

Father  Parker  would  make  a  fine  specimen  of  an  African 
bishop,  were  he  called  to  the  sceptre  of  St.  Augustine  instead 
of  the  pastoral  charge  of  the  one  colored  Methodist  flock  in 
Hampton.  He  has  ample  presence  and  dignity  for  the  posi- 
tion, and  the  effect  of  his  portly  six  feet  of  stature  is  added  to 
by  a  pair  of  silver-bowed  spectacles,  which  are  usually  pushed 
far  up  on  his  high  bald  crown  above  the  ring  of  grizzled  wool 
around  it.  His  superbly  sonorous  voice,  without  a  suspicion 
of  nasal  tone,  rings  through  his  little  Zion  every  Sunday, 
awakening  sinners  and  comforting  saints,  and  when  he  cries, 
"  De  Lord  will  come,  my  brudderin',  an',  as  one  ob  de  com- 
mentators tells  us,  '  He  will  burn  up  de  chaff  wid  unsquincha- 
ble  fire !' "  wailing  moans  of  fearful  expectation  rise  to  the 
rafters  ;  and  when  he  whispers  tenderly,  "  Oh  !  dont  you  know, 
my  little  chil'en,  dat  my  dear  Jesus  hab  died  for  you,  an' 
hab  giben  himself  for  you  ?"  his  words  are  echoed  with  sobs. 

At  a  love-feast  one  night,  in  the  silent  pause  after  the  wild, 
rude  hymns  poured  forth  that  night  with  unusual  fervor  and 
earnestness,  Father  Parker  talked  to  his  flock  of  the  wonderful 
peace  of  God  that  filled  his  heart.  "  Twenty-two  years  ago, 
my  brudderin',  de  Lord  spake  peace  to  my  soul.  Den  ebery 
thing  said  peace  to  me  also.  De  birds  sang  '  Peace,  peace,'  an' 
de  leaves  up  in  de  tree-tops  said  '  Peace,  peace,'  an'  my  own 
heart  said  '  Peace !'  an',  my  brudderin',  it  has  been  saying 
1  peace'  eber  sence." 

After  listening  to  one  of  his  Sunday  morning  sermons,  as  we 
occasionally  liked  to  do,  two  of  the  teachers  from  the  u  Mission- 
ary" lingered  after  service  to  introduce  ourselves  to  Father 
Parker,  and  ask  if  we  might  call  and  see  him  some  evening, 
and  talk  over  the  "  old  times"  with  him  a  little.  He  welcomed 
us  with  affability  that  was  courtly,  so  the  next  Saturday  even- 
ing found  us  at  his  door. 

It  was  opened  by  a  fresh-faced  woman  who  asked  us  into 


102  HAMPTON  AND  ITS  STUDENTS. 

the  neat  little  parlor  with  a  smile,  while  she  went  to  "tell 
Father,"  who  was  in  his  study.  A  bright  little  girl,  sitting  in 
the  room  with  her  book,  we  naturally  took  for  a  grand-daughter, 
but  she  said  she  had  been  adopted  by  Father  Parker,  who  sent 
her  to  school. 

Summoned  to  his  "  study,"  we  mounted  the  stairs,  and  found 
it  to  be  a  corner  of  his  bedroom,  where  the  old  bishop  was 
seated  in  a  comfortable  arm-chair,  before  a  table  holding  two 
or  three  books  besides  his  well-worn  Bible,  while  a  large  illus- 
tration from  The  Southern  Workman  adorned  the  wall  in  front 
of  him. 

"  I'm  glad  to  see  you,  honey  ;  glad  to  see  you,  my  dear,"  he 
said,  rising  to  meet  us  with  a  cordial  smile,  while  the  fresh- 
faced  woman  brought  us  chairs,  and  then  seated  herself  at  a 
table  near  with  some  sewing. 

"  This  is  your  daughter,  Father  Parker  ?" 

"  No,  my  wife,"  he  said.  The  woman  glanced  up  from  her 
needle,  and  they  exchanged  a  quiet  smile. 

"  But  you  have  children  ?" 

"  Dey  are  all  dead,"  he  replied,  such  a  quick  flash  of  pain 
crossing  his  face  that  we  hastened  to  turn  from  what  was  evi- 
dently a  darker  memory  than  death. 

"  You  have  a  large  church  here  ?" 

"  Yes,  it  is  de  only  one.  All  de  rest  are  Baptisses.  Dere's 
a  great  deal  ob  workyere  for  all  ob  us.  De  young  people  don't 
care  so  much  for  gwine  to  meetin'  as  de  ol'  folks  use  to  when 
we  had  to  meet  in  de  woods  for  fear  ob  man." 

"  Have  you  always  been  a  preacher,  Father  Parker  ?" 

"  Eber  sence  I  experienced  religion.  Dat's  nigh  on  to  fifty 
year  ago.  When  I  got  de  grace  ob  God  into  my  heart,  I  war 
called  to  speak  to  sinners.  I  began  in  de  cabin  meetin's,  and 
when  de  white  preacher  dat  had  charge  ob  our  church  founded 
out  dat  I  could  read,  he  had  me  to  'sist  in  de  singin',  and  to 
lead  de  prayer-meetin's,  an'  to  preach  when  he  war  away. 
You  know  de  cullered  people  war  obleege  to  hab  white  minis- 
ters in  slavery  times.     He  use'  to  come  down  onst  in  a  while 


FATHER   PARKER'S   STORY.  1 03 

and  preach  up  '  Sarvants,  obey  your  marssas,'  an'  den  I'd  preach 
de  gospil  in  between  times,  'cep'  when  he  was  to  hear  me ; 
den  I'd  hab  to  take  his  tex'." 

"  And  who  took  the  salary  ?" 

Father  Parker's  resounding  laugh  showed  that  he  did  not 
think  we  asked  for  information. 

"  But  how  did  you  learn  to  read  so  well  ?" 

"  I  learned  dat  'fore  I  got  religion,  from  my  second  marssa's 
little  gal.  I  tuk  care  ob  de  stable,  an'  she  use'  to  go  by  ebery 
day  to  school,  an'  I  tol'  her  I  wished  I  knowed  my  letters,  an' 
she  said  she'd  teach  me.  So  she  use'  to  come  into  de  stable 
ebery  evenin'  on  her  way  home,  tell  one  day  her  pa  beared  me 
a-sayin'  off  my  letters  to  her,  an'  he  called  her  out  an'  slapped 
her  face,  an'  guv  me  a  whippin'.  Den  she  war  mad,"  an'  said 
she'd  teach  me  anyway,  but  we  had  to  be  mighty  sly  about  it. 
But  when  de  white  preacher  foun'  I  could  read  some,  he  use' 
to  take  me  nights  an'  teach  me  to  read  de  hymes  an'  de  church 
'scipline." 

"  But  didn't  he  know  that  was  against  the  law?  Did  he 
think  the  law  wrong  ?" 

M  Oh  !  'twarn't  dat,  but  he  wanted  me  to  help  him,  an'  so  he 
teached  me  so  I  could  read  de  'scipline." 

"  You  spoke  of  your  second  master.  How  many  did  you 
have  ?" 

"  I  war  sol'  three  times,  but  dat  war  when  I  war  young.  I 
hab  libed  a  slave  in  Norfolk  forty  year.  De  las'  three  or  four 
I  paid  my  marssa  twenty-five  dollar  a  month  for  my  body,  an* 
kep'  myself.  I  war  in  Norfolk  all  fru  de  war.  I  seen  de  ol' 
Varginny  when  she  went  out  to  fight  de  Shenando',  an'  den  de 
nex'  day,  sah,  dere  came  a  little  thing  down  from  de  Norf — look 
jes'  like  a  cheese-box.  Dey  say  de  debil  war  in  her — could 
go  un'er  de  water  jes's  well's  on  top.  Called  her  de  Fer- 
mometcr,  I  b'lieves  ;  an,'  sir,  she  done  whip  dat  Varginny  all  to 
pieces — come  back  wid  a  great  hole  in  her.  Yes,  I'se  seen 
wonderful  things  in  my  clay — seen  pretty  hard  times  too — but 
I  hab  seen  His  people  freed  !" 


106  HAMPTON  AND  ITS  STUDENTS. 

which  will  call  forth  the  sympathy  of  both  Northern  and  South- 
ern readers.  It  is  the  story  of  a  gallant  encounter  with  some  of 
those  cowardly,  night-loving  miscreants  from  whom  Virginia 
has  always  been  fortunately  free — outlaws  execrated  by  those 
who  have  a  right  to  represent  the  South — the  Ku  Klux  Klan. 


K.  K.  K. 

(Names  are  suppressed  or  altered  in  this  sketch  by  request  of  the 
author.) 

"  With  the  Ku  Klux  I  certainly  had  a  tolerable  rough  time. 
"  My  first  school-teaching  was  as  an  assistant  to  a  Mr. 


at  Company's  Shops.  I  did  not  know  much  more  than  to  read 
and  write,  and  I  went  to  school  nights  also.  After  the  Ku 
Klux  whipped  him,  he  went  away,  and  then  I  left,  and  went 
to  Caswell  County,  North-Carolina,  after  they  ran  me  away, 
and  commenced  teaching  another  school*  After  teaching 
there  four  or  five  months,  they  determined  to  break  the  school 
up,  and  put  up  a  notice  that  I  had  to  '  stop  teaching  that  nigger 
school,  and  let  them  niggers  go  to  work,'  else  they  would  hang 
me  to  a  limb,  and  kill  Johnson  and  bury  him  in  the  school-yard 
ground.  Johnson,  was  a  colored  man  who  had  influence  over 
the  colored  people,  and  did  all  he  could  to  have  their  schools  to 
continue,  as  I  did  myself.  He  also  had  an  influence  over  the 
elections,  and  gave  them  advice  how  they  should  vote.  They 
were  opposed  to  me  on  the  accountt>f  my  being  a  teacher  and 
instructing  my  people. 

"  When  they  sent  out  this  notice,  Johnson  and  myself  fortified 
our  doors.     We  had  only  two  old  swords  in   the  house,  but  we 

*  The  demand  for  teachers  among  the  freedmen  after  emancipation 
became  at  once  so  great  that  as  soon  as  one  of  them  knew  how  to 
read  and  write  a  little,  he  was  beset  with  applications  to  impart  his 
knowledge  to  others,  and  "  Uncle  Ned's  school  "  is  no  mere  fancy  of 
the  sculptor. 


KU  KLUX  KLAN.  107 

were  bent  on  staying  in  it.     And  I  determined  to  carry  on  my 
school,  because  I  knew  it  was  a  thing  that  should  be  done. 

"  About  two  or  three  weeks  after  the  notice,  the  Ku  Klux 
came  about  midnight.  They  awoke  us  up  by  their  screams 
and  yells,  and  shooting  through  the  door,  and  trying  to  knock 
it  down.  The  door  was  so  well  fortified  that  they  could  not 
get  it  down.  They  then  ceased  shooting  and  yelling,  and  com- 
manded us  to  open  the  door,  but  we  told  them  they  had  no 
business  there  that  time  of  night,  and  that  we  had  not  done 
any  thing — what  did  they  want  ? 

"  They  again  commanded  us  to  open  the  door,  saying  they 
wanted  us,  and  would  have  us. 

"  When  they  saw  we  were  not  going  to  open  the  door,  they 
commenced  setting  the  house  on  fire.  We,  seeing  that  they 
determined  to  have  us,  and  the  house  burning,  we  snatched  up 
the  two  old  swords,  and  opened  the  front  door,  expecting  them 
to  crowd  in  on  us  and  take  us  by  force,  but  we  determined  to 
stand  up  and  fight  as  long  as  life  lasted.  Just  as  we  opened 
the  door,  a  very  large  man  jumped  at  it.  As  he  sprang,  a 
sword  was  pierced  through  him,  and  he  fell  out.  We  shut  the 
door  again  quickly.  After  the  stabbing  of  this  man,  they 
became  somewhat  excited,  and  while  they  were  taking  care  of 
the  man  that  was  stabbed,  and  setting  the  house  on  fire,  we 
opened  the  back  door  and  slipped  out.  As  they  saw  us,  they 
shot  at  us  and  ran  us  a  good  ways,  but  finally  we  reached  the 
woods  and  escaped. 

"We  staid  in  the  woods  until  day  and  went  home.  I  com- 
menced my  school  that  morning  just  the  same  as  nothing  had 
not  taken  place,  and  taught  all  that  week  until  out.  Friday 
they  came  after  us  again.  The  way  I  did,  I  went  into  the 
woods  after  night  to  sleep,  and  came  in  of  mornings,  because 
after  the  first  night,  they  determined  to  have  us.  Friday  night 
I  had  some  of  my  friends  to  stay  in  the  woods  with  me.  I  was 
armed  with  a  sword  and  the  rest  with  guns.  They  came  to  the 
house  about  midnight,  shooting  and  yelling,  and  we  were  down 
in  the  woods  a  few  yards  from  the  house.     As  they  did  not 


108  HAMPTON  AND  ITS  STUDENTS. 

succeed  in  getting  us,  they  tore  every  thing  up  they  could  get 
hold  of,  and  then  searched  the  wood  for  me.  When  they  got 
near  to  me,  I  saw  there  were  so  many  that  I  could  not  resist. 
I  spoke  to  the  three  other  men  that  were  with  me,  that  we  had 
better  save  our  lives.  Myself  and  two  others  escaped,  but  they 
killed  the  other  friend.  When  I  returned  out  of  the  wood  the 
next  morning,  I  saw  him  lying  dead,  very  badly  shot. 

"  On  Saturday  I  left,  and  have  never  been  back  since,  though 
I  held  out  as  long  as  I  possibly  could.  Then  I  went  down  into 
Johnson  County  and  taught  school,  and  studied  of  nights  until 
I  went  to  Hampton. 

"  I  feel  as  though  I  have  had  a  hard  time  of  it.  It  was  all  for 
the  best.     God  only  knows.*' 


INCOMPLETE  SANCTIEICATION.  109 


A    CASE    OF    INCOMPLETE    SANCTIFICATION. 

A  pleasant  two  miles'  walk  through  the  straggling  outskirts 
of  Hampton,  among  the  snarling  curs  that  go  round  about  its 
uncertain  ways  in  the  evening — pleasant,  notwithstanding,  for 
the  glory  of  a  June  sunset,  and  the  soft  charm  of  a  long  Southern 
twilight — brought  the  self-constituted  committee  of  investiga- 
tion to  Harry  Jarvis's  isolated  cabin.  It  was  shut  up  for  the 
night  and  dark  at  eight  o'clock,  but  we  had  walked  far,  there 
was  no  other  resting-place  near,  and,  more  than  all,  we  had 
come  with  a  purpose  ;  so,  after  a  brief  consultation,  we  decided 
to  prove  at  least  whether  we  had  found  the  right  place. 

Our  rap  at  the  door  was  followed  instantly,  as  if  by  a  bell- 
rope  attachment,  by  a  sharp  r-r-r-row-ow-ow  that  seemed  to 
come  up  out  of  the  ground  from  some  canine  Atlas  who  had  the 
house  upon  his  shoulders,  literally  as  well  as  figuratively. 

In  another  moment,  we  heard  the  scratching  of  a  match  and 
the  shuffling  of  a  boot  inside,  light  twinkled  through  the  chinks 
of  the  slabs,  and  a  deep  voice  called, 

"  Who  dar  ?" 

"  Friends  from  the  Normal  School." 

"  All  right.  I  knows  yer  voice.  Luf  ye  in  d'rec'ly.  Ah  ! 
Howdy  !  Howdy  !  Sht  Gyp  !  She  can't  get  ye  ;  she'm  fasded 
up  un'er  de  step.     Please  to  walk  in." 

"  I'm  afraid  we're  intruding,  Mr.  Jarvis.  It  is  late.  We  wouldn't 
have  knocked,  but  we  wanted  to  make  sure  whether  we'd  found 
your  house,  so  as  to  come  again.  We'll  step  in  and  rest  just  a 
minute,  thank  you,  if  you  were  not  going  to  bed." 

"  Nuffin  ob  de  sort,  sah.  Neber  thought  ob  gwine  to  bed. 
You'll  please  to  scuse  me  for  der  bein'  no  light.  Loisa  ben  a 
puttin'  de  young  uns  to  sleep,  an'  I  jes'  sorter  stretched  my- 
self out  to  res'  like,  arter  my  work.  Glad  to  see  yer.  Please 
take  a  seat." 

Our  welcomer  was  a  man  in  the  prime  of  forty  years  ;  perhaps 
the  finest  specimen  of  his  race,  physically,  that  I  have  ever  seen. 


I IO  HAMPTON  AND  ITS  STUDENTS. 

Over  six  feet  in  height,  with  close-knit,  perfectly-proportioned 
frame,  a  well-set,  shapely  head,  a  Roman  nose,  and  the  eye  of  a 
hawk,  he  towered  in  his  low-roofed  cabin  like  a  son  of  Anak.  He 
might  have  been  a  model  for  a  Greek  chisel — the  young  Her- 
cules in  bronze,  or  a  gladiator  ready  for  the  imperial  review. 

Even  with  the  loss  he  had  suffered  of  his  right  leg — nothing 
new  for  a  Greek  statue — he  would  have  been  formidable  to  en- 
counter if  wre  had  not  been  "  friends,"  but  the  "  patrols"  whose 
midnight  knock  used  to  strike  terror  through  black  breasts  in 
the  dying  days  of  slavery  ;  a  terror  some  remnants  of  which 
still  linger  in  instinctive  fears,  and  account  perhaps  for  the  un- 
amiable  retinue  of  yapping  curs  that  help  the  freedmen  enjoy 
their  new  privileges  of  liberty,  and  their  share  in  the  maxim 
that  every  man's  house  is  his  castle. 

After  giving  us  chairs,  our  African  prince  seated  himself 
only  at  our  request,  and,  laying  down  his  crutch,  waited  for  us 
to  begin  the  conversation,  while  the  sounds  from  the  next 
room — a  dark  alcove  but  half  partitioned  off  from  the  rest  of 
the  cabin — proved  that  Loisa  had  not  entirely  suppressed  the 
enterprising  "  young  uns." 

"Mr.  Jarvis,  I  had  meant  to  ask  you  to  repeat  to  my  friend 
here,  the  story  you  told  me  the  other  day  you  were  working  at 
the  school ;  about  your  life  on  the  Eastern  shore,  and  your 
escape,  you  know." 

"  Yes,  yes,  I  knows  ;  neber'll  forgit  dat,  nohow." 

"  You  had  rough  times  there.'' 

11  Well,  I  did  so !  My  marssa,  he  war  de  meanest  man  on  all 
de  Easte'n  sho',  and  dat's  a  heap  to  say.  It's  a  rough  place. 
Dat  yer  Easte'n  sho'  'm  de  outbeatinest  part  ob  all  de  country 
fur  dem  doin's.  Dey  don't  think  so  much  ob  deir  niggers  as  dey 
do  ob  deir  dogs.     D"  rather  whip  one  dan  eat  any  day." 

"  Well,  tell  us  how  you  escaped."' 

"  Dat  war  de  fus'  yeah  ob  de  war,  madam.  It  war  bad 
enough  before,  but  arter  de  war  come,  it  war  wus  nor  eber. 
Fin'ly,  he  shot  at  me  one  day,  'n  I  reckoned  I'd  stood  it  'bout's 


INCOMPLETE   SANCTIFICA  TIOiV.  1 1 1 

long's  I  could,  so  I  tuk  to  der  woods.  I  lay  out  dere  for  three 
weeks." 

"  Three  weeks  in  the  woods  !  How  did  you  live  ?  How  did 
you  help  being  taken  ?" 

"  Couldn't  get  out  no  sooner,  ye  see,  fur  he  had  his  spies  out 
a  watchin'  far  me.  He  hunted  me  vvid  dogs  fast,  but  I'd  crost 
a  branch,  an'  dey  los'  de  scent,  and  didn't  fin'  it,  an'  den  he  sot 
his  slaves  all  up  an'  down  de  sho',  waitin'  fur  me  to  come  out." 

"  Would  they  have  taken  you  ?" 

"  Dey  wouldn't  a  durs'  not  to,  ef  I  had  come  out,  but  I  had 
frien's  who  kep'  me  informed  how  t'ings  war  gwine  on,  an' 
brought  me  food.  At  las'  he  guv  a  big  party  for  his  birfday  ; 
had  his  house  full  ob  gen'lemen  jus'  like  himself.  I  knowed 
dey'dall  be  a  drinkin'  an'  carousin'  night  an'  day,  an'  all  de  sar- 
vants  be  kep'  home,  so  I  tuk  de  opportunity  to  slip  down  to 
de  sho'  in  de  night,  got  a  canoe  an'  a  sail,  'n  started  for  Fort 
Monroe." 

"  Where  did  you  get  the  canoe  ?" 

"  Stole  it  from  a  white  man." 

"  And  the  sail  ?" 

"  Stole  dat  from  a  nigger." 

"  Oh  ! — well — how  far  did  you  have  to  go  ?" 

"  Thirty-five  miles  'cross  de  bay,  'n  when  I  got  out  o'  shelter 
ob  de  sho',  I  struck  a  norther  dat  like  to  a  tuk  away  my  sail. 
Didn't  'pear  as  ef  I'd  eber  get  to  Ian'." 

"  Were  you  not  terribly  afraid  in  that  little  boat  ?" 

"  No,  madam.  You  see  it  war  death  behind  me,  an'  I  didn't 
know  what  war  ahead,  so  I  jes'  askded  de  Lord  to  take  care  ob 
me,  an'  by-am-by  de  win'  went  down  to  a  good  stiddy  breeze 
straight  fur  01'  Pint,  an'  I  jes'  made  fas' de  sheet 'ndruv  ahead, 
'n  nex'  mornin'  I  got  safe  to  de  Fort." 

"  There  you  were  all  right,  I  suppose." 

"  Well,  dat  war  'fore  Gin'ral  Butler  had  'lowed  we  war  contra- 
ban'.  I  went  to  him  an'  asked  him  to  let  me  enlist,  but  he  said 
it  warrit  a  black  man's  war.  I  tol'  him  it  would  ho.  a  black  man's 
war  'fore  dey  got  fru.   He  guv -me  work  dough,  an'  I  war  gettin' 


1 1 2  HAMPTON  AND  ITS  STUDENTS. 

on  bery  well,  tell  one  day  I  seed  a  man  giben  up  to  bis  mars- 
sa  datcome  fur  him,  an'  I  'eluded  dat  war  not  de  place  for  me, 
so  I  hired  on  to  a  ship  gwine  to  Cuba,  an'  den  on  one  a-gvvine  to 
Africa,  an'  war  gone  near  two  year.  When  I  landed  in  Boston, 
I  foun'  dat  it  had  got  to  be  a  blackmail's  war  fo'  suah.  I  tried 
to  'list  in  de  54th  Massachusetts,  Gin'ral  Shaw's  rigiment,  but 
dat  war  jes1  full.  So  I  war  one  ob  de  fus'  dat  listed  in  de  55th,  an' 
I  fowt  wid  it  till  de  battle  ob  Folly  Island.  Dere  I  war 
wounded  free  times  ;  fust  in  dis  arm,  but  I  kep'  on  fightin'  till 
a  ball  struck  my  leg  an'  I  fell.  I  war  struck  once  more  in  de 
same  leg,  an'  I  lay  onde  fiel'  all  night.  I  should  have  bled  to 
death  ef  all  our  men  hadn't  been  drilled  in  usin'  a  tourniquet, 
an'  supplied  wid  bandages..  I  jes'  had  time  to  stick  my  knife 
in  de  knot  an'  twist  it  tight  'fore  I  fainted.  When  dey  foun' 
me,  dey  was  gwine  to  take  my  leg  off,  but  dey  said  'twarn't 
no  use,  I'd  die  anyway.  But  I  didn't  die,  'n  war  sent  to  a 
horspital.  I  war  dar  for  six  months,  'n  my  leg  war  bery  bad, 
pieces  ob  de  bone  a  comin'  out.  But  I  stood  it  all  for  to  keep 
my  leg,  'n  at  las'  it  got  well,  only  a  bit  stiff.  Den  I  come  back 
to  Hampton  an'  tuk  dis  little  place,  an'  war  doin'  mighty  well, 
but  all  ter  wunst  de  woun'  opened  agin',  an'  I  had  to  lose  my 
leg  arter  all." 

"  Didn't  you  feel  like  staying  in  Africa  when  you  were  there  ? 

"  No,  madam,  I  went  'shore  in  Liberia,  an'  looked  about,  but 
I  'eluded  I'd  rudder  come  home." 

"  You  had  a  strong  attraction  here,  I  suppose — a  wife  and 
children." 

"  Well,  I  couldn't  fotch  my  wife  wid  me  from  de  Easten 
sho',  I  didn't  want  to  risk  her  life  wid  mine  ;  but  when  I  got 
back  from  Africa,  I  sent  for  her,  an'  she  sent  me  word  she 
thought  she'd  marry  anoder  man.  Arter  de  war  was  ober,  an' 
I'd  got  my  place  yere,  she  sen's  me  word  her  husban'  is  dead, 
but  I  tol'  her  she  mout  a  kep'  me  when  she  had  me,  'n  I  could 
get  one  I  liked  better,  'n  so  I  have." 

The  children  having  subsided,  Loisa,  becoming  interested 
in  the  conversation,  stood  leaning  against  the  lintel  of  the  al- 


INCOMPLETE  SANCTIFICATION.  113 

cove,  near  her  husband's  chair,  and  received  his  compliment  at 
her  rival's  expense  with  a  conscious  smile. 

"  Can  you  read,  Mr.  Jarvis  ? " 

"  No,  I  can't  read  much  ob  any.  I'se  worked  a  good  deal  at 
de  Missionary,  but  I  war  too  ol'  to  go  to  school.  Loisa,  she 
Famed,  an'  she  sot  to  teachin'  me,  but  I  couldn'  l'arn  nuffin 
from  her" 

"  Is  that  your  fault,  Mrs.  Jarvis,  or  your  husband's  ?"' 

"  It's  his,  I  reckon,  ma'am,"  she  answered  with  a  giggle.  "  I 
c'd  teach  him  ef  he'd  let  me." 

"  Well,  'taint  de  thins:  fur  a  woman  to  be  a  teachin'  her  hus- 
ban'  ;  'tain't  accordin'  to  scriptur',  'n  I  don'  approve  ob  it  no 
how  !" 

This  great  principle  of  orthodoxy  established,  we  turned  to 
the  remaining  object  of  our  visit. 

"  Mr.  Jarvis,  we  won't  keep  you  up  any  longer  now,  but  we  are 
anxious  to  get  hold  of  some  plantation  songs  of  a  different  kind 
from  the  spirituals  ;  some  of  those  you  used  to  sing  at  your 
work,  you  know  ;  at  corn-huskings  or  on  the  water.  If  we  come 
some  other  day,  can  you  sing  us  some  ?" 

"  Not  o'  dem    corn-shuckin'    songs,  madam.     Neber    sung 

none  o'  dem  sence  I  'sperienced  religion.    Dem's  wicked  songs." 

"  I  have  heard  some  of  your  people  say  something  of  that  sort, 

but  I  didn't  suppose  they  could  all  be  wicked  songs.     Are  there 

no  good  ones  ?" 

"  Nuffin's  good  dat  ain't  religious,  madam.  Nobody  sings 
dem  corn-shuckin'  songs  arter  dey's  done  got  religion." 

"  So  you  have  got  religion,  Mr.  Jarvis.  Well,  that  is  a  great 
thing  to  have." 

"  So  it  am,  madam.  'Twar  a  missionary  lady  a  teachin'  yere 
jes'  arter  de  war  dat  led  me  to  'sperience  it.  I  neber  had 
t'ought  much  about  my  sins,  no  way,  an'  when  she  talk  to  me  I 
tol'  her  I  specked  I  warn't  no  more  ob  a  sinner  dan  de  mos'  o' 
folks.  But  I  meditated  on  it  a  heap,  an'  I  see  I  war  a  mighty 
great  sinner  fo'  suah,  an'  I  felt  mighty  bad  about  it — couldn't 
eat  nor  nuffin' — tell  one  night  de  Lord  he  come  an'  tell  me  my 


114  HAMPTON  AND  ITS  STUDENTS. 

sins  war  all  forgiben,  an'  I  got  so  powerful  weak  I  could 
skursely.  stan'.  An'  den  de  glory  come  into  my  soul,  an'  I  sot 
up  a  hollerin'  an'  a  shoutin'  so's  I  couldn't  stop,  an'  inde  morn- 
in'  I  went  to  tell  Miss  Smith,  'n  I  couldn't  help  a  hollerin'  'n  a 
shoutin'.  'Why,  Jarvis,  you'se  gone  crazy,' says  she.  She'd 
tol'  me  to  get  religion,  an'  when  I  done  got  it,  jes'  as  she  said, 
she  fought  I  war  crazy.  Dat  ar  war  cur'ous  !  But  when  you'se 
got  de  glory  in  your  soul,  you  can't  help  a  hollerin'  'n  a  shoutin'." 

"  Then,  as  you  have  experienced  religion,  Mr.  Jarvis,  I  sup- 
pose you  have  forgiven  your  old  master,  haven't  you  ?" 

It  was  an  unexpected  blow.  The  glow  died  out  of  his  face, 
and  his  head  dropped.  There  was,  evidently,  a  mental  struggle. 
Then  he  straightened  himself,  his  features  set  for  an  inevitable 
conclusion. 

"  Yes,  sah  !  I'se  forgub  him  ;  de  Lord  knows  I'se  forgub 
him  ;  but  " — his  eve  kindled  again  as  the  human  nature  burst 
forth — "  but  I'd  gib  my  oder  leg  to  meet  him  in  battle !" 

"  Well,  we'll  talk  about  this  another  time,  Mr.  Jarvis.  Good- 
night now." 

"  Good-night,  sah.'' 

The  subterranean  terrier  gave  us  a  parting  salute,  and  then 
let  us  go  to  the  other  dogs. 


TEN    YEARS'   PROGRESS.  115 


JUST    WHERE    TO    PUT    DEM. 

A  diminutive  Hampton  student,  leaning  delighted  over  a 
volume  of  natural  history  with  colored  illustrations  which  his 
teacher  was  showing  him,  pondered  thoughtfully  awhile  over 
the  picture  of  the  monkeys,  and  then,  turning  his  twinkling 
black  eyes  up  to  her  face,  said  inquiringly, 

"  Dey  do  say,  Miss  Deming,  dat  dem  is  old-time  folks? 

I  fancy  that  she  did  not  add  to  his  stray  crumb  of  Darwinism 
a  crusty  hint  of  what  further  "  dey  do  say  " — some  of  dem — on 
the  classification  of  folks  in  general,  and  his  folks  in  particular. 
It  would  seem  somewhat  difficult  indeed  to  set  appropriate 
bounds  to  the  progress  of  a  race,  one  of  whose  genuine  sons 
has  been  able  to  evolve  as  much  in  ten  years'  time  from  adverse 
fate  as  the  author  of  our  closing  sketch,  and  the  oration  which 
follows  it. 

LIFE    OF    GEORGE    E.    STEPHENS. 

"  I  was  born  a  slave  in  1853.  My  mother,  with  the  assistance 
of  my  father,  hired  her  time  by  washing  clothes.  Her  children 
being  too  young  for  service,  were  allowed  to  stay  with  her.  It 
would  be  just  to  say  that  these  privileges,  which  were  rare, 
were  obtained  from  a  family  through  whose  veins  flowed  Quaker 
blood — a  race  of  people  who  always  act  with  clemency. 

"  During  my  slave-life  I  had  a  desire  to  learn  to  read,  but  did 
not  have  any  one  to  teach  me  ;  but,  unexpectedly,  and  against 
the  prevailing  sentiment  of  the  South,  the  youngest  servants 
owned  by  my  master  were  on  Sunday  evenings  taken  into  his 
sitting-room,  and  there  we  would  spend  the  afternoon  learning 
the  alphabet.  I  had  an  eager  desire  to  learn,  and  bought 
myself  a  large  book  containing  painted  letters  and  pictures. 
This  book  I  bought  with  a  silver  dime  from  my  so-called  mas- 
ter's store,  and  in  it  I  learned  over  half  of  my  letters. 


Il6  HAMPTON  AND  ITS  STUDENTS. 

"  Being  familiar  with  the  fact  that  war  was  approaching,  I  was 
cheered  by  the  hope  I  should  be  able  to  read  at  no  distant  day. 
Well  do  I  remember  when  the  news  was  echoed  from  one  end 
of  the  town  to  the  other,  '  The  Yankees  are  coming  !'  They 
met  a  warm  reception  from  the  slaves.  I  had  the  privilege  of 
seeing  the  first  who  came  to  our  town  in  uniform.  I  often 
visited  the  soldiers,  who  were  very  kind  to  me.  My  uncle  with 
twelve  others  ran  the  blockade  and  boarded  a  man-of-war.  This 
action  created  a  great  sensation,  as  they  were  the  first  who  had 
left  their  masters.     Soon  after  this  we  all  left. 

In  the  early  part  of  1863,  I  went  to  a  school  taught  by  a 
colored  man.  The  studies  taught  were  limited  to  reading 
and  spelling.  It  seemed  to  me  I  would  never  learn  to  put 
letters  together,  and  when  I  was  put  into  words  of  two  letters, 
I  was  willing  to  give  up  studying.  I  studied  hard,  and  perse- 
vered till  I  could  spell  words  of  two  syllables,  when  the  school 
was  given  to  an  old  man  who  was  a  soldier,  who  had  been  a 
teacher  in  the  North,  and  was  fully  qualified  for  the  position. 
The  days  I  spent  under  him  as  a  scholar  are  among  the  bright- 
est of  my  life.  After  he  closed  his  school,  the  American  Mis- 
sionary Association  sent  teachers  South.  They  all  took  an 
interest  in  me,  especially  one,  who  would  spend  whole  after- 
noons with  me  on  my  lessons.  I  made  greater  progress  under 
her  than  under  all  the  rest  of  my  teachers,  and  loved  her 
better. 

"  Having  been  sent  to  school  all  this  time  by  my  father,  and 
attained  an  age  when  I  could  be  of  some  •benefit  to  him,  I 
thought  it  was  no  more  than  right  that  I  should  do  something. 
I  began  to  teach  school  about  fifteen  miles  from  home.  Here 
I  found  difficulties  that  almost  made  me  give  up.  I  was  placed 
among  an  ignorant  people  who  I  were  to  teach,  and  make  some 
attempt,  though  small,  to  elevate  ;  while  not  many  miles  from 
where  I  was  teaching  a  preceptor  had  been  hung  for  instructing 
his  own  race.  When  I  went  home  on  Saturday,  I  had  to  walk 
fifteen  miles,  and  get  back  Monday  to  open  school  at  nine 
o'clock.     I  continued  my  school  for  four  months.     I  think  I 


CORNER-STONE   ORATION.  117 

gave  satisfaction,  because  they  wanted  me  to  teach  again,  but  I 
took  a  school  nearer  home — only  five  miles  off.  To  this  I 
walked  every  morning — teaching  six  hours.  I  taught  two 
sessions  here,  and  enjoyed  it  very  much,  though  it  required 
considerable  patience.  In  this  way  I  helped  my  father  to  build 
a  house,  and  sent  my  sister  to  the  Hampton  Normal  School.  I 
am  now  in  the  middle  class  of  this  school,  where  I  trust  to  make 
myself  a  good  and  useful  man,  and  become  great  in  that  from 
which  true  greatness  only  is  derived." 

ORATION    AT    THE    LAYING    OF    THE    CORNER-STONE    OF    VIRGINIA 
HALL,    HAMPTON     SCHOOL,    JANUARY    12,     1 873. 

BY   THE   AUTHOR   OF   THE    FOREGOING   SKETCH. 

"  Friends,  one  and  all,  we  welcome  you  here  to-day  for 
the  purpose  of  enjoying  with  us  the  laying  of  the  corner-stone 
of  this  edifice. 

"  This  is  an  event  that  should  fill  our  hearts  with  emotions  of 
pride  ;  for  here  will  be  erected  a  system  of  buildings  that  will 
supply  ample  privileges  to  those  who  wish  to  become  workers 
in  the  great  field  of  usefulness  that  lies  before  us  ;  and  provide 
those  means  by  which  thousands,  directly  or  indirectly,  are 
to  be  blessed  with  advantages  for  the  procurement  of  knowledge. 

"  We  see  to-day  among  us  friends,  true  and  zealous,  from  the 
different  portions  of  our  common  country,  observing  for  them- 
selves the  work  that  has  been  done  here,  and  that  which  re- 
mains to  be  done  ere  ignorance  can  be  eradicated,  and  know- 
ledge diffused  throughout  this  broad  land.  We  feel  an 
inexpressible  pleasure  in  seeing  those  here  who  have  done  so 
much  for  the  establishment  of  this  institution  ;  who  began  this 
great  work  under  adverse  circumstances  in  the  dark  days  of 
the  past,  but,  feeling  the  great  need  of  such  an  undertaking, 
and  the  good  that  could  be  accomplished,  went  forward  with 
unlimited  fervor  in  their  Christian  mission  to  oladden  the  waste 
places  of  the  South,  '  and  to  make  the  deserl  rejoice  and  blossom 


Il8  HAMPTON  AND   ITS  STUDENTS, 

as  a  rose.'  We  trust  they  can  now  look  back  with  pleasure., 
and  feel  that  their  labors  have  been  blessed  with  success,  that 
a  work  has  been  begun  whose  completion  will  solve  the 
great  problem  of  our  capability  of  becoming  a  useful  and 
elevated  people. 

"  We  can  only  show  our  gratefulness  to  you  by  trying  to  make 
the  best  use  of  our  time,  and  to  prove  by  our  actions  that  we 
know  how  to  value  the  blessings  imparted  to  us,  and  the 
avenues  which  are  opened  to  us  for  moral,  educational,  and 
religious  advancement.  We  ask  a  review  of  the  past,  willing 
that  you  should  draw  your  own  conclusions,  but  feeling  ani- 
mated with  the  hope  that  they  will  be  gratifying  to  us  and 
encouraging  to  you. 

"  We  see  among  us  to-day  many  natives  of  this  sunny  land, 
drawn  by  the  wish  to  see  for  themselves  what  we  can  do  toward 
the  accumulation  of  that  which  is  power,  and  which  will  prepare 
us  for  the  duties  of  life  in  their  various  forms.  We  greet  you 
with  a  hearty  welcome.  We  ask  you,  under  the  beautiful  sun- 
light of  this  glad  day,  to  enjoy  with  us  this  glorious  occasion. 
It  should  fill  our  hearts  with  a  joy  that  words  fail  to  express, 
when  we  consider  the  worth  of  such  institutions  as  this,  and 
what  they  are  doing  toward  alleviating  the  superstition  and 
ignorance  which  are  so  prevalent  among  us,  and  diffusing  light 
and  knowledge  to  all,  until  not  a  single  cabin  throughout  this 
Southern  land  shall  contain  an  inmate  who  has  not  the  elements 
of  a  common  English  education.  This  is  a  result  that  we  may 
all  hope  and  pray  for,  and  at  its  arrival  feel  thankful  to  God  that 
our  eyes  have  seen  the  sight. 

"  Our  interests  are  so  intimately  connected  with  yours,  and 
our  general  positions  are  in  a  great  degree  so  similar,  that  this 
change  must  affect  both  races  ;  and  if  this  be  true,  why  not 
mutually  unite  for  the  attainment  of  an  end  whose  consumma- 
tion will  shed  a  lustre  upon  the  land  that  no  power  can  ever 
annihilate  ?  Then  will  prosperity  spread  its  welcome  mantle 
over  our  land,  and  our  minds  and  hearts  will  be  irradiated  by 
the  everlasting  sunbeams  of  religion  and  immortal  truth. 


CORNER-STONE   ORATION.  119 

"  To  my  colored  friends,  with  whom  I  am  identified,  whose 
interest  and  advancement  affect  mine,  and  whose  retrograding 
likewise,  I  am  at  a  loss  to  express  myself  on  behalf  of  my 
schoolmates  in  words  most  befitting  this  occasion.  As  I  look  over 
this  assembly,  composed  largely  of  those  who  are  sons  of 
Africa's  benighted  millions,  and  attempt  to  comprehend  that 
this  great  undertaking  is  for  you,  that  you  are  to  have  the  ben- 
efit of  all  this,  my  whole  heart  and  mind  are  absorbed  in  the 
magnitude  of  the  thought,  and  lost  to  a  perception  of  the  fact  ; 
yet  it  is  all  true. 

"  I  know  you  can  but  feel  grateful  to  God,  and  spontaneous 
thanks  proceed  from  your  hearts  to  him,  and  to  those  whom 
he  has  used  as  instruments  in  this  great  and  good  work  for 
you.  You  have  only  begun,  and  are  scarcely  yet  in  the  path- 
way by  which  you  must  attain  that  position  in  life  which  will 
qualify  you  for  the  duties  that  devolve  upon  you  as  citizens. 
You  have  a  great  work  before  you,  one  whose  importance  you 
have  yet  to  realize,  and  the  accomplishment  of  which  eludes 
your  imagination. 

"  It  is  not  the  elevation  of  a  few,  but  the  raising  of  more  than 
four  millions  of  human  beings,  that  we  must  work  and  pray  for 
using  every  means  in  our  power  and  improving  our  opportuni- 
ties in  their  various  forms,  if  we  hope  to  reach  our  destined 
end.  Welcome,  then,  thrice  welcome  to  the  portals  of  science, 
whose  doors  fly  wide  for  your  entrance,  whose  treasures  are 
opened  for  your  perusal,  and  whose  riches  lie  at  your  command  ; 
enter  and  enjoy  them  without  fear  or  molestation. 

"  Let  us  unite  our  efforts,  for  with  unity  of  spirit,  of  purpose, 
and  of  action  alone  can  we  make  this  country  what  it  should  be. 
Let  labor  be  honored  by  all,  for  no  nation  can  prosper  without 
it.  Let  the  elevating  influences  of  religion,  morality,  temper- 
ance, and  truth  assume  the  places  now  occupied  by  vice  and 
intemperance,  and  we  shall  yet  see  that  a  happy  destiny  awaits 
this  country.  Then  we  can  look  for  reconciliation  and  welcome, 
peace  and  tranquillity. 

"  When  we  all  have  been  educated  to  that  standard  which  will 


120  HAMPTON  AND   ITS  STUDENTS, 

fit  us  to  comprehend  the  great  end  of  life,  and  so  to  conduct 
ourselves  that  our  examples  shall  be  worthy  of  imitation,  we 
may  feel  that  we  have  acquired  that  greatness  which  Napoleon 
well  might  envy.  Let  us  assume  life's  great  duties  with  earn- 
estness and  zeal,  and  never  feel  that  we  have  completed  its 
mission  until  we  shall  be  able  to  exclaim,  like  the  prophet, 
1  Break  forth  into  joy — sing  together,  ye  waste  places  of  the 
South  ;  for  the  Lord  hath  comforted  his  people  ;  he  hath  re- 
deemed Jerusalem.'" 


WILL    THE  NEGRO  LEARN ?  121 


HUNGER  AND  THIRST  AFTER   KNOWLEDGE. 

A  bit  of  reminiscence  of  the  early  history  of  emancipation, 
cut  from  an  old  scrap-book,  brings  back  to  me  with  curious 
freshness  the  surprise  with  which  such  intelligence  was  at  first 
received,  even  by  the  most  enthusiastic  and  sanguine  of  the 
freedmen's  friends. 

"  Passing  through  a  sally-port  at  Fort  Hudson,  a 
few  days  since,  near  that  rugged  and  broken  ground 
made  memorable  by  the  desperate  charge  of  the  col- 
ored regiments,  June  14th,  1863,  I  met  a  corporal 
coming  in  from  the  outworks  with  his  gun  upon  his 
shoulder,  and  hanging  from  the  bayonet  by  a  bit  of 
cord  a  Webster's  spelling-book.  Already,  hundreds 
in  ever)'  regiment  have  learned  to  read  and  write.  In 
almost  every  tent,  the  spelling-book  and  New  Testa- 
ment lie  side  by  side  with  weapons  of  war.  The  ne- 
groes fight  and  the  negroes  read." 

In  the  school  and  the  cabin,  I  find  still  abundant  witness  to 
this  early  testimony.  The  impetus  of  the  first  enthusiasm  for 
learning  has  not  been  lost,  as  we  feared  it  would  be.  In  the 
harder  lines  of  self-sacrifice  and  manly  effort,  the  negroes  are 
still  fighting  their  way  out  of  that  bondage  of  ignorance  and 
degradation  from  which  no  proclamation  could  emancipate 
them.  They  eagerly  accept  what  upward  help  they  can  get,  and 
if  none  comes  struggle  on  without  it,  as  a  colored  preacher  of 
Hampton,  who  keeps  the  Back  River  Light  and  walks  the  eight 
miles  between  his  light-house  and  church  every  Sunday,  was 
found  by  one  of  the  normal-school  teachers,  struggling  all  by 
himself  with  the  formidable  outworks  of  an  old  Greek  gram- 
mar, in  the  fond  hope  of  being  able,  some  day,  to  read  his  Tes- 
tament in  the  original. 

Such  an  itinerant  teacher  as  a  good  newspaper  is  invaluable 
to  those  who  can  read.  I  find  the  Southern  Workman  in  many 
of  the  cabins,  and  one  of  its  subscribers  gives  an  illustration 


122  HAMPTON  AXD  ITS   STUDENTS, 

of  the  general  appreciation  of  it,  with  an  unsophisticated  eager- 
ness that  is  somewhat  pathetic.     He  writes  : 

"  I  have  just  bought  a  pece  of  Land  and  I  Cow  and  one 
oxson,  and  I  al  so  hav  one  Horse  to  make  a  Farm.  I  am  now 
working  out  a  Frame  for  my  House,  and  to  get  my  Head  in 
order  for  bisness,  it  is  my  intrest  to  take  your  Paper.  I  like 
it  so  well  that  I  would  like  to  hav  it  come  every  2  weeks.  If 
you  could  send  it  to  me  that  way  this  Year  I  would  be  Glad  to 
get  at  Eny  Price.  I  have  7  names  that  wants  to  take  the 
Paper  every  2  weeks,  but  you  must  let  vie  have  it  that  way  if 
you  cant  no  other  person,  and  let  me  know  what  it  cost  and  I 
will  send  the  pay." 

This  economical  suggestion  of  issuing  a  bi-weekly  edition  of 
a  monthly  paper  just  for  one  person,  if  we  could  not  afford  to 
for  every  body,  has  not  been  acted  upon  that  I  know  of. 

Among  the  applications  for  admission  to  the  school  are  fre- 
quently touching  appeals  from  persons  evidently  too  old  to 
receive  practical  benefit  from  its  instructions.  One  such 
writes  : 

u  Dear  Mr.  President  :  I  am  poor  an  nedy  for  the  want  of 
somebody  to  Teach  me.  I  am  called  to  preach  the  Gospel  in 
the  World.  While  I  am  therein  the  World  and  I  want  som 
more  Instruction.  If  you  ill  take  me  in  that  Schoold,  I  Will 
find  myself  ef  you  ill  find  me  a  Bead  to  sleep  in." 

Those  who  feel  themselves  too  old  to  begin  the  difficult 
work  of  learning  to  read  will  cheerfully  undergo  any  sacrifice 
to  send  their  children  to  school,  and  the  young  people  them- 
selves exhibit  the  same  spirit.  It  is  evident  in  the  sketches 
our  students  have  drawn  for  you  of  their  own  lives,  and  in 
many  more  than  I  have  room  to  give  in  full.  One  of  them 
writes  : 

u  The  chance  of  the  slave  was  very  limited,  you  know,  to- 
ward obtaining  an  education.  I  recollect  I  used  to  try  and 
count  a  hundred.  The  way  I  did,  I  took  a  board  and  a  piece 
of  fire-coal,  making  marks  one  by  one.  At  the  surrender  I 
could  count  fifty  ;  that  was  my  improvement  from  the  time  I 


THIRST  AFTER   KXOU'LEDGE.  I  23 

commenced  up  to  the  surrender.  In  the  fall  of  1866,  the 
colored  people  started  a  little  school,  though  they  had  rather  a 
hard  difficulty  before  they  could  start  it.  The  outcry  was  that 
the  negroes  were  rising.  I  went  to  school  that  fall  and  was 
very  proud  to  go.  Such  a  scene  I  had  never  witnessed  before  ; 
therefore,  I  made  the  best  use  of  my  time.  The  first  week  I 
learned  the  alphabet  and  commenced  spelling  and  reading  in 
the  National  Primer.  I  went  to  school  some  days  and  nights. 
I  had  to  study  hard,  and  tried  to  make  all  the  progress  I  possi- 
bly could.  I  went  to  school  till  I  got  so  I  could  read  and  write 
a  little,  then  I  had  to  stay  home  and  wait  on  my  sick  father, 
but  I  went  to  night-school.  I  kept  up  studying  my  books,  and 
then  began  to  teach  school,  studying  also  nights.  So  you  see 
this  is  the  way  I  obtained  what  education  I  had  before  I  came 
to  Hampton." 

He  has  shown  his  appreciation  and  worthiness  of  his  advan- 
tages since  he  came  here,  voluntarily  rising  an  hour  before  the 
required  time,  all  the  cold  winter  mornings  of  last  year,  to  gain 
extra  opportunity  for  study. 

Another  of  our  boys  writes  : 

"  As  soon  as  the  schools  commenced  in  our  place,  I  went  to 
school  in  the  morning,  while  my  brother  went  in  the  evening, 
until  I  learned  to  read.  Then  I  had  to  stop  and  go  to  work, 
but  I  still  kept  trying  to  learn,  and  after  a  while  got  to  go  to 
school  again  by  working  mornings  and  evenings.  Many  nights 
I  sat  up  till  twelve  o'clock  over  my  lessons.  In  this  way,  I 
remained  in  school  several  months.  Then  I  heard  of  the 
Hampton  Normal  School,  and  determined  to  try  to  go  to  it. 
My  father  said  he  was  not  able  to  send  me,  so  I  could  not  go 
that  term,  but  I  did  not  lose  my  determination  to  get  an  edu- 
cation. I  saved  all  the  money  I  could  get,  and  got  my  friends 
to  help  me,  so  the  next  year  I  started  for  here.  If  I  be  suc- 
cessful in  getting  through  here,  I  expect  to  spend  the  rest  of 
my  time  in  the  elevation  of  my  race." 

All  last  winter,  which  was  an  unusually  severe  one  for  Virgi- 
nia, one  of  our  students,  the  son  of  the  Greek  student  in  the 


124  HAMPTON  AND  ITS  STUDENTS. 

Back  River  Light-house,  in  spite  of  lameness,  walked  sixteen 
miles,  every  day,  in  all  weathers,  over  a  rough  road,  for  his 
schooling,  and  his  sister  bore  him  company.  Our  little  stu- 
dent camp  is  pitched  for  its  second  winter,  and  cheerfully 
filled  with  those  who  know  how  to  endure  hardness  as  good 
soldiers  in  the  struggle  for  education.  Our  girls,  too,  ought 
not  to  be  left  out  in  this  testimony  to  their  people's  hunger 
and  thirst  after  knowledge.  Till  Virginia  Hall  is  finished,  they 
are  exhibiting  an  equal  patience  and  courage  in  their  dark  and 
crowded  barracks  almost  as  shelterless  as  the  tents.  One  of 
them  writes,  in  a  sketch  of  her  life  : 

"  I  feel  that  the  Lord,  who  has  been  with  me  in  my  darkest 
hours  of  slavery,  is  none  the  less  present  in  freedom,  in  trying 
to  get  an  education.  I  work  a  while,  and  then  go  to  school  a 
while,  and  now  I  am  able  to  teach,  and  have  taught  three 
years.  I  find  pleasure  in  teaching,  and  think  I  shall  choose 
that  as  my  mission.  I  am  extremely  proud  of  the  chance  of 
coming  to  Hampton  to  fit  myself  for  that  end  ;  and  I  am 
trusting  in  Him  who  has  led  me  hitherto,  to  help  me  on." 

And  will  He  not,  and  should  not  we,  help  those  who  so 
patiently  and  heartily  are  helping  themselves  ? 

Some  time  after  the  opening  of  school  in  the  fall  of  1871,  an 
applicant  presented  himself  for  admission  whose  unpromising 
appearance  and  great  difficulty  in  passing  the  entering-exami- 
nation  caused  him  to  be  rejected.  Something  unusually  down- 
cast in  his  disappointed  face  attracted  the  notice  of  the  princi- 
pal, and  when  inquiry  was  made  as  to  his  means  for  returning 
home,  it  was  discovered  that  he  had  walked  almost  all  the  way 
from  Russell  County,  Western  Virginia,  over  sixty  miles,  and 
had  no  money  to  take  him  back,  even  in  the  same  weary  way. 
He  had  started  with  fifty-two  dollars  in  his  pocket,  the  results 
of  a  year's  work  in  a  blacksmith-shop,  and  to  save  this  little 
hoard  for  his  school  bills,  he  shouldered  his  bundle  of  clothes, 
and  crossed  the  mountains  on  foot  into  Virginia,  walking  forty- 
two  miles   to  Marion.     Here  he  took  the  train  and  came  to 


THIRST  AFTER  KNOWLEDGE. 


125 


Lynchburg,  where  he  unfortunately  missed  a  connection,  and 
was  obliged  to  spend  the  night  at  a  hotel.  While  paying  his 
bill  the  next  morning,  some  pickpocket  caught  sight  of  his  roll 
of  money,  and  robbed  him  of  all  that  he  had  but  the  fifty  cents 
change  returned  him  by  the  landlord.  This  crushing  loss  of  his 
whole  year's  earnings  did  not  turn  him  back.  He  got  on  the 
train,  and  went  as  far  as  his  fifty  cents  would  carry  him — to  Ivy 
Station,  namely,  between  Petersburg  and  Suffolk — stopped  here, 
and  worked  for  eight  days  in  a  steam  saw-mill,  at  one  dollar  a 
day,  which  he  was  able  to  get  because  he  understood  running  the 
engine.  Starting  again  with  five  dollars  in  his  pocket  instead 
of  fifty,  he  walked  the  rest  of  the  way  to  Norfolk,  where  he  had 
to  take  the  boat  to  Hampton.  After  hearing  his  story,  no  one 
had  the  heart  to  send  him  back,  foot-sore  and  disheartened,  to 
retrace  his  weary  steps.  He  tells  me,  "  When  I  found  the 
General  would  let  me  stay,  I  determined  to  do  the  very  best  I 
could,  both  in  working  and  studying."  The  farm-manager 
reports  him  as  one  of  the  most  faithful  of  his  hands  ;  he  is 
doing  a  great  part  of  the  iron-work  on  the  roof  of  Virginia 
Hall,  and  will  graduate  very  creditably  from  the  senior  class 
this  year.     "  The  negroes  fight,  and  the  negroes  read." 


The  Hampton  Students  in  the 

North. 

SINGING   AND    BUILDING. 
By  H.  W.  L. 


The  spirit  of  self-help  in  which  the  Hampton  School  was 
founded  is  carried  into  the  plans  for  its  future.  The  young 
men  have  been  employed,  to  what  extent  has  been  found 
profitable,  in  the  actual  work  of  construction  of  the  new 
building,  and  much  of  the  necessary  funds  are  won,  directly  or 
indirectly,  by  the  personal  efforts  of  the  students. 

The  idea  of  utilizing  their  wonderful  musical  talents  for  the 
good  of  their  people  had  for  years  been  a  favorite  one  with 
the  Principal,  but  the  honor  of  first  turning  to  account  this 
peculiar  power  is  due  to  Professor  George  L.  White,  of  Fisk 
University,  Tennessee,  under  the  care  of  the  American  Mis- 
sionary Association. 

The  exigencies  of  that  important  institution  had  induced 
Professor  White,  Musical  Director,  to  attempt  raising,  by 
means  of  negro  music,  a  fund  to  save  the  University  from  im- 
pending troubles,  and,  if  possible,  to  improve  and  enlarge  it. 
The  world-renowned  "  Jubilee  Singers"  need  no  introduction. 
Their  splendid  campaign,  under  Professor  White  and  Rev.  G. 
D.  Pike,  District  Secretary  American  Missionary  Association, 
in  America  and  England,  makes  a  remarkable  and  creditable 
chapter  in  the  history  of  the  negro  race. 


128  HAMPTON  AND  ITS  STUDENTS. 

At  Hampton  no  special  effort  had  been  made  in  this  direc- 
tion, chiefly  because  of  the  great  difficulty  of  finding  a  leader 
in  all  respects  fitted  for  the  peculiar  demands  of  the  under- 
taking. But,  as  is  often  the  case,  the  hour  that  brought  the 
supreme  necessity  brought  also  the  man  and  the  means  to 
meet  it. 

Mr.  Thomas  P.  Fenner,  of  Providence,  for  some  time  pro- 
fessor in  the  Conservatory  of  Music  there  with  Dr.  Eben 
Tourjee,  founder  of  the  New-England  Conservatory  in  Bos- 
ton, was  introduced  to  General  Armstrong  by  Dr.  Tourjee 
as  the  best  man  he  knew  for  the  position.  Mr.  Fenner  came 
to  Hampton  in  June,  1872,  to  establish  a  department  of  music 
in  the  school,  and  survey  the  field  with  a  view  to  the  formation 
of  a  band  for  Northern  work.  He  was  quickly  impressed  with 
a  conviction  of  the  wonderful  capabilities  of  this  "  American 
music,"  and  entered  into  the  labor  of  organizing  the  "  Hamp- 
ton Students  "  with  an  enthusiasm  and  skill  that  brought  them 
into  the  field  ready  for  action  within  six  months.  While  his 
extensive  and  varied  experience  in  chorus  practice  and  vocal 
training,  as  well  as  in  band  and  orchestral  music,  makes  him 
thorough  in  various  branches  of  musical  instruction,  he  is  fitted 
for  the  more  delicate  task  of  developing  this  characteristic 
slave  music  in  its  own  original  lines,  by  the  rarer  qualifications  of 
artistic  taste,  versatility,  and  tact,  and  these,  in  combination 
with  his  enthusiastic  and  Christian  devotion  to  the  causer 
have  in  a  very  important  sense  secured  the  success  of  the 
enterprise.  The  peculiar  strength  of  the  Hampton  Chorus 
is  the  faithful  rendering  of  the  original  slave  songs,  and  Mr. 
Fenner  has  been  remarkably  fortunate,  while  cultivating  their 
voices  to  a  degree  capable  of  executing  difficult  German  songs 
with  a  precision  of  harmony  and  expression  that  is  delicious, 
in  that  he  has  succeeded  in  preserving  to  them  in  these  old- 
time  melodies  that  pathos  and  wail  which  those  who  have  lis- 
tened to  the  singing  on  the  old  plantations  recognize  as  the 
"real  thing." 

Five    hundred    dollars  were   given   by  one  who    has    often 


THE   STUDENT  SINGERS.  1 29 

proved  a  friend  in  need  to  aid  the  company  at  the  start.  It 
was  felt  by  the  Principal  that  so  great  were  the  risks  of  the 
effort  that  without  some  special  aid  the  campaign  was  too 
perilous  a  venture.  At  the  right  time  came  the  donation,  and 
the  Hampton  Students  were  launched  upon  their  crusade  for 
humanity. 

The  Hampton  Student  Singers  at  first  numbered  seventeen. 
As  they  were  all  young,  and,  with  one  exception,  entirely  un- 
used to  appearing  before  the  public,  it  was  necessary  to  take 
out  a  large  chorus  until  experience  should  develop  the  most 
available  voices.  Those  with  whose  faces  you  have  become 
familiar  in  the  concert-room,  and  by  Mr.  Rockwood's  very  suc- 
cessful photograph,  and  who  have  borne  the  burden  of  the 
campaign  work,  are,  as  many  of  you  already  know,  the  fol- 
lowing : 

Carrie  Thomas,  leading  soprano.  Miss  Thomas  is  the  only 
member  of  the  company  who  is  of  Northern  birth,  as  well  as 
the  only  one  who  has  had  any  previous  experience  of  singing 
in  public.  Her  home  is  in  Philadelphia,  and  she  was  for  a 
time  under  the  instruction  of  Mrs.  Greenfield,  better  known  in 
the  North  as  the  "  Black  Swan."  Miss  Thomas  is,  like  all  the 
others,  a  regular  member  of  the  Hampton  School,  and  expects 
to  finish  the  course  there. 

With  four  exceptions,  all  the  rest  of  the  company  have 
lived  in  slavery  ;  they  are : 

First  and  second  sopranos  :  Alice  M.  Ferribee,  from  Ports- 
mouth, Va. 

Rachel  M.  Elliott,  from  Portsmouth,  Va.  Miss  Elliott  has  just 
returned  to  the  school  to  complete  her  course  there. 

Lucy  Leary,  from  Wilmington,  N.  C.  Miss  Leary  lived,  be- 
fore the  war  (which  left  her  without  nearer  relatives  than 
cousins,  one  of  whom  is  also  a  member  of  the  company),  in 
Harper's  Ferry,  where  her  father  fell  in  the  John   Brown  raid. 

Mary  Norwood,  from  Wilmington,  N.  C.  She  is  the  only 
one  of  the  young  women  besides  Miss  Thomas  who  has  never 
been  a  slave.     Miss  Norwood  has  also  returned  to  the  school. 


130  HAMPTON  AND   ITS  STUDENTS. 

The  above  take  the  first  or  second  soprano  parts,  as  occasion 
demands. 

Altos  :  Maria  Mallette,  from  Wilmington,  N.  C.  ;  Sallie  Davis. 
from  Norfolk,  Va. 

First  Tenors  :  Joseph  C.  Mebane,  from  Mebanesville,  X.  C.  ; 
Hutchins  Inge,  from  Danville,  Va. 

Mr.  Inge  is  a  graduate  of  the  school,  of  the  class  of  '72.  He 
returned  to  pursue  a  post-graduate  course,  and  was  also  em- 
ployed as  clerk  in  the  Treasurer's  office  till  he  joined  the  singers. 

Whit  T.  Williams,  from  Danville,  Va. 

James  A.  Dungey,  from  King  Williams  County,  Va. 

Mr.  Dungey  was  free  born,  but  has  always  lived  in  the 
South.  He  also  is  a  graduate  of  the  class  of  '72,  and  has  re- 
cently left  the  singers  to  take  charge  of  a  school.  His  father 
has  been  a  member  of  the  Virginia  House  of  Delegates. 

Second  Tenors  :  J.    B.  Towe,  of  Blackwater,  Va. 

William  G.  Catus,  of  Winton,  X.  C.  Mr.  Catus  was  pre- 
vented by  illness  from  going  to  the  photographer's  with  the 
rest  of  the  class,  but  he  has  been  a  regular  member  of  it  until 
last  summer,  when  he  left  to  take  charge  of  a  school  at  Xew- 
some's  Depot,  Va,  He  was  free  born,  but  was  bound  out  in 
childhood,  and,  like  many  of  the  free  negroes  in  the  South, 
endured  all  the  evils  of  slavery  but  its  name. 

First  Basses  :  James  H.  Bailey,  from  Danville,  Va.  ;  Robert 
H.  Hamilton,  from  Philadelphia,  where  he  has  lived  since 
the  war.  He  was  held  as  a  slave  in  Louisiana  and  Mississippi 
until  set  free  by  the  Union  army. 

Second  Basses  :  James  M.  Wacldy,  from  Richmond,  Va.  ; 
John  A.  Holt,  from  Xewburn,  X.  C. 

Most  of  the  class  have  had  no  means  of  support  but  the 
labor  of  their  hands.  The  young  women  worked  in  the  laun- 
dry, kitchen,  dining-room,  and  sewing-room.  The  men  are 
chiefly  farm-hands.  Dungey  supports  himself  by  shoemaking. 
Towe  works  at  the  forge,  and  Catus  at  the  carpenter's  bench. 
Waddy,  who  is,  in  summer,  engineer  of  the  hydraulic  works  at 


LOYAL     WORK,  131 

the  "  Old  Sweet  Springs,"  Va.,  repairs  machinery  and  does 
what  plumbing  is  required. 

The  changes  indicated  in  the  above  list  have  been  made 
only  by  the  necessity  of  reducing  the  chorus  to  the  smallest 
number  consistent  with  its  effectiveness,  or  the  desire  of  the 
students  to  go  on  with  their  other  pursuits.  The  class  as  a 
whole  has  worked  faithfully  and  well,  and  while  its  members 
prefer  that  no  more  personal  account  of  themselves  should  be 
given  to  the  public,  they  all  deserve  honorable  mention.  Their 
voices  are  their  own  witness.  They  are  all  fresh,  and  have 
developed  and  improved  greatly  since  their  first  public  trial. 

The  "  Hampton  Students  "  are  all,  as  has  been  said,  regular 
members  of  the  school.  Of  the  above-named,  seven  are 
Juniors,  seven  from  the  Middle  Class,  one  from  the  Senior, 
and  two  are  post-graduates.  They  take  their  school-books 
with  them  to  improve  what  chances  for  study  they  can  secure, 
and  are  anxious  to  ge.t  back  to  Hampton  to  finish  the  course  of 
education  that  has  been  interrupted,  willingly  and  conscienti- 
ously, for  the  good  of  their  people. 

It  is  often  asked,  "  Has  not  a  constant  appearance  for  many 
months  before  the  public  injured  their  characters  or  changed 
their  tastes  ?"  We  answer,  there  is,  we  think,  in  some  cases,  a 
slight  injury,  but,  on  the  whole,  they  have,  from  first  to  last, 
behaved  surprisingly  well.  School  discipline  has  been  kept  up 
through  all  their  wanderings  ;  the  greatest  care  has  been 
taken  of  their  manners  and  morals,  and  their  health  ;  a  lady 
has  always  had  charge  of  the  girls,  and  the  men  have  had  Mr. 
Fenner's  constant  care.  They  all  appear  to  be  as  loyal  to 
right  work  as  the  students  at  Hampton,  and  most  of  them 
have  turned  to  good  account  their  many  opportunities  for  ob- 
servation and  information. 

Their  severe  and  protracted  effort,  the  absence  of  pecuniary 
stimulus,  the  genuineness  and  sincerity  of  their  singing,  and 
their  high  aim  have  reacted  upon  them  happily. 

Perhaps  they  have  not  forgotten  the  words  of  one  of  Hamp- 
ton's and  humanity's  noblest  friends,  who  said  to  them,  "Your 


132  HAMPTON  AND  ITS  STUDENTS. 

work  is  a  religious  one  ;  you  can  not  tell  how  many  hearts  are 
touched  or  helped  by  your  sweet  music  ;  always  pray  before 
you  sing.*' 

The  story  of  their  campaign  must  be  very  briefly  told,  and 
I  have  taken  the  outline  of  it  from  the  notes  regularly  kept  by 
themselves.  They  started  upon  it  under  the  care  of  General 
Armstrong,  who  has  gone  with  them  over  most  of  their  routes, 
Mr.  Fenner,  their  musical  director,  and  Mrs.  S.  T.  Hooper,  of 
Boston,  whose  name  is  honorably  known  in  connection  with 
the  Sanitary  Commission  of  the  late  war,  and  in  much  of  the 
benevolent  work  to  which  it  has  given  rise,  and  who  gene- 
rously consented  to  lend  the  prestige  of  her  position  and  in- 
fluence to  the  enterprise  by  taking  charge  of  the  young 
women,  as  far  as  to  New-York,  after  having  carried  through 
the  labor  of  fitting  them  out  for  the  expedition,  at  the  school 
where  she  was  visiting  at  the  time.  Her  place  with  the  class 
has  since  been  occupied  by  different  ladies. 

FROM    THE    STUDENTS'  JOURNAL WITH    INTERPOLATIONS. 

FEBRUARY,  1S73. 
CONCERTS   AND    WORK    IN    CHURCHES   DURING   THE   MONTH. 

15/Z'.  Washington,  D.  C.  Lincoln  Hall. 
\Wi.  Washington,  D.  C.  Lincoln  Hall. 
igf/i.  Washington,  D.  C.     Lincoln  Hall. 

23^.  Philadelphia.  Dr.  Hawes's  Church  (Presbyterian).  Collection. 
25//*.  Philadelphia.     Horticultural  Hall. 

ijth.  Philadelphia.     Dr.  Warren's  (M.  E.)  Church.     Collection. 
28M.  Philadelphia.     Horticultural  Hall. 

"  We  started  from  Hampton,  a  cold  and  rainy  evening,  on  the 
13th  of  February,  for  Washington,  D.  C,  where  we  gave  our 
first  concert,  in  Lincoln  Hall,  on  the  15  th.  We  were  hospitably 
entertained  in  Washington  at  Howard  University,  by  the  kind- 
ness of  General  O.  O.  Howard.  On  the  morning  of  the  15th, 
after  rehearsing  our  programme  for  the  evening  in  the  Hall, 
we  were  taken  to  the  President's  mansion,  by  his  invitation. 
President  Grant  received  us   in  the  East  Parlor  of  the  White 


STUDENTS  JO  URNAL—FEBR  UAR  V.  1 33 

House,  where  we  sang  for  him  and  his  family  a  few  of  our 
plantation  melodies,  with  which  he  seemed  much  delighted. 
He  made  a  few  very  encouraging  remarks  to  us,  wishing  us 
all  possible  success.  General  Armstrong  told  him  something 
about  our  school,  and  introduced  us  to  the  President,  who 
kindly  shook  hands  with  each  of  us.  We  were  then  shown  the 
State  apartments  in  the  White  House,  and  also  visited  the 
Treasury  Department.  In  the  evening  our  first  concert  came 
off  quite  well.  We  had  quite  a  full  house,  considering  the 
inclemency  of  the  weather. 

"Feb.  \*]th.  We  visited  the  national  Capitol,  and  saw  those 
grand  pictures  and  sights  which  I  had  never  seen  before.  Up 
in  the  dome  we  sang  ■  The  Church  of  God '  and  '  Wide  River,' 
to  see  how  it  would  sound.  The  effect  was  much  greater  than 
we  had  expected,  and  many  people  gathered  below  in  the 
rotunda  and  applauded  us. 

"Feb.  iSt/i.  Our  second  concert  came  off  nicely.  The  house 
was  about  six-eighths  full,  and  everybody  seemed  pleased  with 
the  performance." 

One  more  concert,  which  was  still  more  encouraging  in  num- 
bers and  enthusiasm,  closed  the  first  series  in  Washington, 
and  the  company  started  hopefully  upon  their  Northern  tour. 

The  rest  of  the  month  was  passed  in  Philadelphia,  where  the 
reception  was  fair,  and  the  comments  of  the  press  very  favorable, 
as  indeed  they  have  very  generally  been.  The  warm  and  gen- 
erous friends  whom  the  school  already  possessed  in  Philadel- 
phia made  the  students'  stay  there  pleasant.  Their  quarters  in 
Market  street — the  old  Wistar  residence — were  supplied  them 
by  the  kindness  of  Mr.  A.  M.  Kimber,  and  were  furnished  with 
necessary  comforts  chiefly  by  the  ladies  of  Germantown. 
Here  they  received  many  pleasant  visits  and  favors,  of  some  of 
which  one  of  them  writes  : 

"  This  has  been  a  day  to  be  remembered  by  the  Hampton 
Students  for  years  to  come.  Miss  Mary  Anna  Longstreth. 
through  the  kindness  of  Providence,  met  the  class  and  present- 
ed each  one  of  us  with  a  text-book  containing  a  text  for  each 


134  HAMPTON  AND  ITS  STUDENTS. 

day  in  the  year,  after  which  we  all  kneeled  in  prayer,  Miss 
Longstreth  invoking  the  kind  protection  of  our  Saviour  over 
us  in  a  truly  heartfelt  petition." 

The  class  also  received  several  kind  invitations.  Delightful 
evenings  were  thus  spent  at  Rev.  Dr.  Furness's  and  Mr.  Sam- 
uel Shipley's,  where  they  were  cordially  received  and  bounti- 
fully entertained.  On  the  24th  they  were  glad  to  have  an 
opportunity  of  doing  a  kindness  by  singing  for  the  children  at 
the  Soldiers'  Orphan  Asylum. 

MARCH. 

CONCERTS   AND   WORK    IN   CHURCHES   DURING  THE   MONTH. 

1st.  Philadelphia.     Horticultural  Hali.     Matinee. 
$d.  Philadelphia.     Central  Congregational  Church.     Concert. 
tfk.  Philadelphia.     Dr.  Furness's  Church.     Concert. 
5///.  Philadelphia.     Athletic  Hall. 
6th.  Germantown.     Association  Hall. 
jtk.  New-York.     Steinway  Hall. 

gt/i.  New-York.     Dr.  Burchard's  (Presbyterian)  Church.     Collec- 
tion taken. 
10th.  New- York.     Fourth-ave.  Presbyterian  Church  (Dr.  Crosby's). 
11th.  New-York.     Steinway  Hall. 
14M.  New-York.     Steinway  Hall. 
15th.  New-York.     Union  League  Hall.     Matinee. 
i6t/i.  New-York.     West  Twenty-third  street  Presbyterian  Church. 

Collection. 
iSt/i.  Bridgeport  (Ct.).     Opera  House. 

2ot/i.  New-York.     Dr.  Rogers's  (Reformed)  Church.     Concert. 
21st.  New-York.     All  Souls  Church  (Dr.  Bellows's).     Concert. 
22d.  New  York.     Union  League  Hall.     Matinee. 
23d.  New-York.     Dr.  Anderson's  (Baptist)  Church. 
23d.  New-York.     Memorial  Church  (Dr.  C.  S.  Robinson's).    Col- 
lection* 
24/^.  New-York.     Steinway  Hall. 

'*  The  largest  church  contributions  made  in  aid  of  the  Hampton  Students' 
undertaking  were  those  of  the  Memorial  Presbyterian  Church,  New-York, 
Rev.  C.  S.  Robinson,  D.D.,  pastor,  which  was  $485.00,  cash  ;  and  of  the  Uni- 
tarian Church,  Dorchester,  Mass.,  Rev.  Dr.  Hall,  pastor,  which  was  $422.00  in 
i;ash,  and  $280.00  in  pledges  ;  in  all,  $702.00. 


SINGING  AND  BUILDING— MARCH.  1 35 

27///.  New-York.     Steinway  Hall. 

2()th.  New-York.     Union  League  Hall.     Matinee. 

y>th.  New-York.     Church  of  the  Messiah  (Dr.  Powell's,  Unitarian) 

Collection. 
3 is/.   Brooklyn,  Lafayette  Avenue  Presbyterian  Church  (Dr.  Cuy- 

ler's).     Concert. 

In  this  month,  the  students  also  sang  for  the  children  of  the 
Industrial  School,  and  of  the  Colored  High  School,  under  the 
superintendence  of  Miss  Fannie  Jackson.  They  also  had  a 
pleasant  entertainment  in  Germantown,  at  the  house  of  Mr. 
Kimber. 

On  the  7th  they  left  Philadelphia  for  New-York,  where  they 
boarded — as  they  have  always  done  in  that  city — at  the  com- 
fortable and  well-kept  house  of  Mr.  Peter  S.  Porter,  at  252 
West  Twenty-sixth  street.  On  the  evening  of  their  arrival, 
they  gave  their  first  New-York  concert,  in  Steinway  Hall,  to  a 
fair  house.  On  Sunday,  the  9th,  they  attended  Dr.  William 
Adams's  church,  on  Madison  Square  ;  and  Dr.  Adams,  recog- 
nizing them,  gave  them  a  most  kindly  welcome,  and  invited 
them  to  sing  to  the  children  of  the  congregation,  whom  he  was 
about  to  address,  introducing  them  with  a  few  touching  words 
which  brought  tears  to  many  eyes  besides  his  own.  In  the 
evening  they  sang  to  a  crowded  audience,  and  a  collection  was 
taken  for  them  at  the  church  of  Dr.  Samuel  Burchard,  who  had 
been  the  first  to  offer  them  this  favor,  as  he  had  to  the  Jubilee 
Singers  who  had  preceded  them. 

On  Monday  evening,  March  10th,  the  students  gave  a  pri- 
vate concert  to  the  clergymen  of  the  city.  The  audience 
resolved  itself,  at  the  close,  into  a  business  meeting,  and  the 
following  record  of  its  proceedings,  taken  from  one  of  the  jour- 
nals mentioned,  will  speak  for  itself: 

Resolutions  adopted  by  the  Clergymen  of  New-York,  at  a 
Private  Concert  given  before  them  March  10th,  1873,  by  the  Hamp- 
ton Students,  in  the  lecture-room  of  Dr.  Crosby's  church,  on 
Fourth  Avenue.  Published  in  the  New-York  Evangelist,  Observer, 
etc. : 

"  At  the  close  of  the  concert,  Rev.  Dr.  Crosby  being  called 


136  HAMPTON  AND   ITS   STUDENTS. 

to  the  chair,  remarks  expressive  of  great  satisfaction  were  made 
by  Rev.  Dts.  Rogers,  Ormiston,  Cheever,  Bellows,  Robinson, 
and  others  ;  and  a  committee,  consisting  of  Drs.  Prime,  Bur- 
chard,  and  Bellows,  was  named  to  prepare  resolutions.  They 
reported  the  following,  which  were  unanimously  adopted : 

"Resolved,  1st.  That  the  eminently  wise  and  practical  policy 
pursued  by  General  Armstrong  and  his  supporters  in  the 
Hampton  Institute  recommends  that  institution  specially  to 
those  who  see  a  problem  of  most  obvious  political  and  religious 
interest  in  the  state  of  the  Southern  freedmen. 

"  Resolved,  2d.  That  we  have  heard  with  great  delight  the 
songs  of  these  pupils,  and  cordially  commend  them  and  their 
object  to  the  sympathy  and  support  of  the  people  of  New-York, 
and  especially  of  pastors  and  churches." 

The  effect  of  this  cordial  indorsement,  which  has  ever  since 
been  continued  by  the  clergymen  of  New- York,  was  apparent 
at  once. 

The  remainder  of  the  New-York  concerts  were  successful. 

To  continue  my  extracts  from  the  Students'  journal: 

"March  18th.  We  were  invited  to  the  house  of  Rev.  Dr. 
Bellows,  where  we  sang  to  his  family  and  some  invited  guests, 
and  had  a  very  pleasant  time.  We  went  from  his  house  to 
take  the  cars  for  Bridgeport,  Ct.,  where  we  gave  a  concert 
in  the  Opera  House,  which  was  crowded,  and  we  received 
hearty  applause.  The  next  day  we  returned  to  New- York,  and 
visited  the  Central  Park,  where  we  saw  all  kinds  of  wild  ani- 
mals, from  the  huge  elephant  down  to  the  small  wren. 

"March  2^th.  We  were  invited  to  sing  in  Brooklyn  at  the 
house  of  Mr.  Robert  C.  Ogden,  where  a  large  party  was  given, 
composed  of  about  a  hundred  and  fifty  of  the  first  gentlemen 
of  the  city.  Among  the  guests  was  General  O.  O.  Howard,  of 
the  Freedmen's  Bureau,  who  made  an  address  about  our  school. 
We  sang  some  of  our  plantation  melodies,  closing  with  '  John 
Brown's  Body  lies  a-moldering  in  the  Grave,'  and  went  home 
much  pleased  with  our  visit. 


SINGING  AND  B  UILDING— APRIL.  1 3  7 

"  March  2jth.  Our  concert  at  Steinway  Hall  was  a  very  good 
one,  and  the  audience  seemed  to  enjoy  it  hugely.  The  Fisk 
Jubilee  Singers  were  present,  and  after  the  concert  came  to 
the  anteroom  to  see  us." 

This  first  meeting  of  the  two  companies  was  a  pleasant  inci- 
dent of  the  evening.  The  last  occurred  a  few  evenings  later, 
at  the  farewell  concert  of  the  Fisk  Singers,  who  were  on  the 
eve  of  their  departure  for  Europe  ;  and  they  enjoyed  a  social 
sing  together  before  exchanging  their  good-bys  and  good 
wishes,  which  have  been  so  brilliantly  fulfilled  for  the  Jubilee 
Singers. 

The  notices  of  the  city  press  were  exceedingly  favorable  and 
kindly.  Among  others,  the  very  full  and  discriminating  arti- 
cles of  Rev.  Dr.  T.  L.  Cuyler  in  the  New-York  Evangelist, 
and  Mr.  W.  F.  Williams  in  the  New-York  Weekly  Review  and 
Evening  Post,  were  of  great  value.  The  excellent  notices  of 
the  Times,  World,  Tribune,  Herald,  and  other  papers,  were  used 
with  good  effect  through  the  whole  of  the  campaign  following. 

APRIL. 

CONCERTS    AND    WORK    IN    CHURCHES    DURING    THE    MONTH.    . 

2d.  Elizabeth,  N.  J.  Library  Hall. 
5///.  Brooklyn.  Academy  of  Music. 
6th.  New-York.       Dr.    Burchard's     Sunday-School.       Collection 

taken. 
8th.  New-York.     West  Twenty-third  street  Presbyterian  Church. 

Concert. 
10th.  Jersey  City.     Tabernacle. 
nth.  Newark.     Association  Hall. 
12th.  Brooklyn.     Academy  of  Music. 
14M.  Englewood,  N.  Y. 
15M.  New-York.     Association    Hall   (benefit   of  Colored   Orphan 

Asylum). 
ijth.  New-York.     Church  of  the  Disciples  (Dr.  Hepworth's).    Con- 
cert. 
iSth.  Stamford,  Ct.     Seeley's  Hall. 
20th.  Boston.     Rev.  E.  E.  Hale's  church. 
21st.  Boston.     Tremont  Temple. 
23^.   Boston.     Tremont  Temple. 


138  HAMPTON  AND  ITS  STUDENTS. 

26th.  Boston.     Tremont  Temple.     Matinee. 

27th.  Charlestown.     Winthrop  Church.     Collection  taken. 

2%th.  Jamaica. Plain.     Town  Hall. 

2gtk.  Brookline.     Town  Hall. 

50th.  Chelsea.     Academy  of  Music. 

"  April  yth.  Part  of  the  class  visited  the  Rev.  Dr.  Garnett, 
and  spent  an  hour  at  his  house  very  pleasantly. 

"April  \t)th.  After  our  concert  for  the  Colored  Orphans' 
Home,  which  was  well  attended,  we  went  by  invitation  to  the 
house  of  Mr.  W.  F.  Williams,  musical  critic  on  the  N.  Y. 
Evetii?ig  Post,  and  leader  of  the  boy  choir  in  Dr.  Tyng's 
church.  We  were  hospitably  entertained,  and  had  the  pleasure 
of  hearing  his  choir  rehearse,  and  of  singing  to  them.  They 
did  themselves  great  credit. 

"April  16th.  By  the  kindness  of  Miss  Magie,  a  friend  of 
the  school,  we  enjoyed  a  ride  around  Central  Park.  It  was 
very  pleasant  indeed. 

"April  \Zth.  We  left  New-York  for  Boston,  stopping  on 
the  way  to  give  a  concert  at  Stamford.  We  took  the  night- 
express  from  Stamford,  due  in  Boston  at  6.30  next  morning. 
About  four  in  the  morning,  a  cry  of  '  Danger  !  Fire  !'  was  heard, 
and  our  train  was  stopped  just  in  time  to  prevent  the  probable 
loss  of  all  on  board.  God,  in  his  infinite  mercy,  spared  our 
lives,  though  the  train,  only  ten  minutes  ahead  of  us,  whose  place 
ours  would  have  had  but  for  a  small  delay,  dashed  through  a 
broken  bridge,  and  carried  many  souls  into  eternity  without  a 
moment's  warning.  Our  train  was  detained  by  the  accident 
about  seven  hours. 

"  Our  concerts  in  Boston  were  very  successful.  We  also  sang 
in  Park  st.  Church,  taking  the  place  of  the  choir,  for  the  North- 
End  Mission  School,  and  before  the  Preachers'  Meeting  in  the 
Wesleyan  Chapel.  We  sang  too  for  the  inmates  of  the  Insane 
Asylum  at  Somerville,  who  gave  us  rounds  of  applause.  We 
were  kindly  entertained  at  Mrs.  Baker's,  in  Dorchester,  and  by 
Mr.  Ropes,  of  Boston,  and  Mrs.  Wendell  Phillips,  for  whom 
we  sang." 


SINGING  AND  B  UILDING—MA  Y.  I  39 

MA  Y. 
CONCERTS    AND    WORK    IN    CHURCHES    DURING    THE    MONTH. 

2d.     Salem.     Mechanics'  Hall. 

$d.     Boston.  Music  Hall.  (Fair  of  All  Nations,  benefit  ofY.  M.C.  A.) 

4///.  Woburn,  Mass.    Congregational  Church.    Collection  taken. 

$t/i.  Haverhill,  Mass.     City  Hall. 

6th.  Newburyport,  Mass.     Town  Hall. 

yt/i.  Boston.     Tremont  Temple.     Matinee. 

Bt/i.  Portland,  Me.     City  Hall. 

9///.  Portsmouth,  N.  H.     Temple  Hall. 

11///.  Boston.     Hollis  st.  Church,  Dr.  Chaney's.     Collection. 
11///.  Newtonville.     Dr.  Wellman's  Church.     Collection. 
12th.  Providence,  R.  I.     Music  Hall. 

13///.  Whitinsvilie,  Mass.     Congregational  Church.     Concert. 
14//?.  Worcester,  Mass.     Mechanics'  Hall. 

15///.  Boston  Highlands.     Winthrop  st.  M.  E.  Church.     Concert. 
16th.  New-Bedford,  Mass.     Liberty  Hall. 
iyth.  Boston,  Mass.     Tremont  Temple.     Matinee. 
18///.  Charlestown,  Mass.     Trinity  M.  E.  Church.     Collection. 
2/atk.  East  Abington,  Mass.     Phoenix  Hall. 
21st.    North  Bndgewater,  Mass.     Music  Hall. 
23^/.     Lowell,  Mass.     Huntington  Hall. 
25//;.    Dorchester,    Mass.     Congregational   Church    (Dr.    Mean's). 

Collection. 
26///.  Chelsea,  Mass.     Academy  of  Music. 
27th.  Salem,  Mass.     Mechanics'  Hall. 
28M.  Cambridge,   Mass.      Harvard     Square    (Unitarian)     Church, 

Concert. 
29^//.  Worcester,  Mass.     Mechanics'  Hall. 
30///.  New-Bedford,  Mass.     Liberty  Hall. 

In  this  month,  the  students  also  sang  in  the  Bromfield  st. 
M.  E.  Church  before  the  Freedmen's  Aid  Society,  and  before; 
the  annual  meeting  of  the  American  Missionary  Association 
in  Tremont  Temple.  They  kept  their  head-quarters  in  Boston, 
making  excursions  into  the  country  from  there.  These  tours 
were  fairly  successful.  At  Whitinsvilie,  they  were  lodged  very 
hospitably  in  private  houses.  The  class  was  also  pleasantly 
entertained  at  various  times  by  Miss  Abbie  May,  Mrs.  Geo. 
Russell,  Mrs.  S.  T.  Hooper,  and  Mrs.  Augustus  Hemenway,  of 
Boston. 


140  HAMPTON  AND   ITS  STUDENTS. 

juxe. 

CONCERTS     AND    WORK    IN    CHURCHES    DURING   THE   MONTH. 

\st.    Boston,     ist  Baptist  Church,  Dr.  Neal's.     Collection. 

2d.    Fall  River,  Mass.     Association  Hall. 

2,d.    Taunton,  Mass.     Music  Hall. 

4J/1.  a.m.  Wire  Village,  Mass.     Methodist  Conference.    Collection 
taken. 

\th.  p.m.  Foxboro,  Mass.     Town  Hall. 

$tk.  Lexington,  Mass.     Town  Hall. 

6th.  Maiden,  Mass.     Town  Hall. 

8t/i.  Boston.     Tremont  st.  M.  E.  Church.     Collection. 

gf/i.  Concord,  N.  H.     Phoenix  Hall. 
10//1.  Manchester,  N.  H.     Music  Hall. 
11//&.  Nashua,  N.  H.     City  Hall. 
12//Z.  Ouincy,  Mass.     Town  Hall. 
13//1.  North  Bridgewater,  Mass. 

15//$.  Jamaica  Plain,  Mass.     Unitarian  Church  (Mr.  Clark's).     Col- 
lection. 
1 6//^.   Franklin,  Mass.     Congregational  Church.     Concert. 
lyt/i.   Fall  River,  Mass.     First  Baptist  Church.     Concert. 
i8//£.  Andover,  Mass.     Town  Hall. 
19//$.   Newton,  Mass.     Elliott  Church.     Concert. 
20/^.  Waltham,  Mass.     Rumford  Hall. 

22d.     Arlington,  Mass.     Congregational  Church  (Dr.Cady's).    Col- 
lection. 
23^.     Manchester,  N.  H.     Music  Hall. 
24//-.  Concord,  N.  H.     Phcenix  Hall. 
25///.  Medway,  Mass.     Sanford  Hall. 
idth.  Gloucester,  Mass.     Town  Hall. 

27th.  East  Attleboro,  Mass.     Congregational  Church.     Concert. 
29th.   Boston.     Bowdoin  square  Baptist  Church.     Collection. 
30/^.  Lawrence,  Mass.     Town  Hall. 

In  June,  as  the  above  table  shows,  the  students  worked  very 
hard,  singing  every  night,  with  only  three  or  four  exceptions. 
This  incessant  labor  was  pleasantly  relieved  by  social  visits  at 
the  houses  of  Mr.  B.  W.  Williams,  at  Jamaica  Plain,  and 
Governor  Claflin,  at  Newtonville.  The  concerts  this  month 
were  quite  successful.  At  Franklin  and  Medway,  the  students 
were  entertained  at  private  houses.  It  is  pleasant  to  acknow- 
ledge  the  generous  and   most  complimentary  notices  of  the 


SUMMER   QUARTERS.  141 

Press  throughout  New-England,  and  especially  in  Boston. 
They  have  often  been  quoted  most  advantageously  to  our 
cause. 

SUMMER  QUARTERS. 

On  the  1st  of  July,  the  Hampton  Students  left  Boston  for 
Stockbridge,  Mass.,  and  in  this  quiet  old  town,  among  the 
Berkshire  hills,  went  into  summer  quarters.  An  old-fashioned 
but  comfortable  farm-house  of  Revolutionary  date  was  rented 
for  them,  and  they  did  their  own  housework.  A  teacher  was 
secured,  and  they  took  up  their  studies  again  with  as  much 
regularity  as  was  consistent  with  needful  rest  and  exercise.  July 
and  August  and  most  of  September  were  thus  spent  in  well- 
deserved  relaxation  from  the  labors  of  the  finished  campaign 
and  in  preparation  for  the  next.  During  the  whole  time,  they 
gave  about  twenty  concerts  in  Berkshire  county,  by  which  they 
paid  all  the  summer  expenses,  and  cleared  about  $800  over 
them.  They  also  sang  for  an  entertainment  at  Mr.  David 
Dudley  Field's,  in  Stockbridge,  and  at  a  private  concert 
arranged  for  them  by  a  lady  from  Boston  who  was  spending  the 
summer  in  Lenox.  Several  excursions,  one  of  them  to  the 
central  shaft  of  the  Hoosac  tunnel,  and  several  pleasant  visits, 
were  made  during  the  summer  ;  and  at  the  beautiful  home  of 
Mr.  Alexander  Hyde,  in  Lee,  and  at  Miss  Williams',  in  Stock- 
bridge,  they  were  kindly  entertained.  A  pleasant  surprise 
party  was  also  given  them  by  the  colored  residents  of  the 
neighborhood,  and  they  had  a  grand  picnic  at  Stockbridge 
Lake,  at  which  nearly  thirty  representatives  of  the  Hampton 
School  were  present. 

A  tabular  statement  of  the  work  of  July,  August,  and  Sep- 
tember— part  of  the  last  month  belonging  to  the  fall  cam- 
paign— is  given  below  : 

JUL  V. 
\th.  Kent,  Ct. 
25///.  Lenox,  Mass. 
29th.  Pittsfield,  Mass. 
31s/.    Stockbridge,  Mass. 


142  HAMPTON  AND  ITS  STUDENTS. 

AUGUST. 

\st.  Lee,  Mass. 

6tk.  Great  Barrington,  Mass. 

ytk.  Lenox,  Mass. 

15//Z.  Housatonic,  Mass. 

21st.  Salisbury,  Ct. 

25//?.  South-Adams,  Mass. 

26th.  Williamstown,  Mass.     Matinee. 

26th.  P.  M.,  North-Adams,  Mass. 

29th.  Lee,  Mass. 

SEPTEMBER. 

\st.  Lenox,  Mass. 

2d.  Great  Barrington.  Mass. 

4/^.  Stockbridge,  Mass. 

8tft.  New-Marlboro,  Mass. 

io/>$.  West- Stockbridge,  Mass. 

12//L  Winsted,  Ct. 

i6tk.  Canaan  Valley,  Ct. 

FALL    CAMPAIGN. 
22d.     Westfield,  Mass. 
23^/.     Holyoke,  Mass. 
2\th.  South-Hadley,  Mass.     Matinee. 
2\th.  East-Hampton,  Mass.     Concert. 
2^th.  Belchertown,  Mass. 
26th.  Amherst,  Mass. 
2jtk.  Old  Hadley,  Mass. 
29th.  Northampton,  Mass. 
2,0th.  Greenfield,  Mass. 

THE    FALL    CAMPAIGN. 

On  the  23d  of  September,  the  Hampton  Students  left  Stock- 
bridge,  and  started  upon  their  fall  campaign,  giving  concerts 
every  evening  for  the  remainder  of  the  month.  The  summer's 
rest  and  rehearsals  had  told  upon  their  voices,  and  their  marked 
improvement  was  everywhere  noticed.  They  entered  with 
fresh  zest  upon  their  work. 

"  At  South  Hadley,"  writes  one  of  the  class,  "  we  visited  and 
dined  at  the  Mt.  Holyoke  Female  Seminary.  Here  we  were 
treated  with  all  the  respect  and  had  all  the  attention  paid  to 
us  that  could  be  wished  or  desired.      Indeed,  one  wouldn't 


THE  FALL  CAMPAIGN.  1 43 

think  that  he  was  colored  unless  he  happened  to  pass  before  a 
mirror,  or  look  at  his  hands.  At  Greenfield,  we  were  enter- 
tained, after  the  concert,  at  the  house  of  Rev.  Mr.  Moore." 

OCTOBER. 
CONCERTS   AND   WORK   IN   CHURCHES    DURING  THE  MONTH. 

15/.    Shelburne  Falls,  Mass. 

2d.    Ludlow,  Mass. 

3d.    Spencer,  Mass. 

6/7z.  Boston,  Mass.     Tremont  Temple. 

yth.  Lynn,  Mass. 

8///.  Boston,  Mass.     Tremont  Temple. 

g//i.  Salem,  Mass. 
nM.  Jamaica  Plain,  Mass. 

i2t/i.  Dorchester,  Mass.    Unitarian  Church  (Rev.  Mr.  Hall's).     Col- 
lection. 
13///.  Worcester,  Mass. 
14///.  North-Brookfield,  Mass. 
15///.  Hartford,  Ct. 
i6t/i.  Meriden,  Ct. 
17/yfc.  New-Haven,  Ct. 
18///.  New-London,  Ct. 

19///.  New-London,  Ct.     M.  E.  Church.     Collection. 
20//1.  Norwich,  Ct. 
2 1  st.    Providence,  R.  I. 
22d.     New-Bedford,  Mass. 
2$d.    Foxboro,  Mass. 
24//;.  Taunton,  Mass. 
25///.  Middleboro,  Mass. 
27 th.  Pawtucket,  Mass. 
28//$.  North- Attleboro,  Mass. 
29//}.  Fall  River,  Mass. 
30///.  Newport,  R.  I. 
31^.    Providence,  R.  I. 

The  financial  panic  which  fell  like  a  frost  upon  the  country 
in  these  beautiful  autumn  days,  making  them  the  saddest  of 
the  year  to  so  many,  affected  the  interests  of  the  Hampton 
Students  of  course,  and  very  seriously.  They  were,  however, 
among  friends,  and  at  the  places  where  they  were  known  had 
sometimes  good  audiences  still.     The  weather  was  almost  con- 


144  HAMPTON  AND   ITS    STUDENTS. 

stantly  propitious,  and  they  worked  hard,  singing  nightly,  with 
but  four  exceptions  in  the  month.  They  sang  twice  at  Provi- 
dence to  very  good  houses,  though  the  second  evening  was  that 
of  the  Black  Friday  of  Rhode  Island,  signalized  by  the  failure 
of  the  Spragues.  Their  concerts  at  New-Bedford  and  New- 
port were  crowded  and  enthusiastic.  At  Ludlow  and  North- 
Brookfield,  they  were  kindly  taken  care  of  at  private  houses. 
At  Newport  they  paid  an  interesting  visit  to  Col.  Higginson, 
the  well-known  author  of  rt  Oldport  Days.*'  They  were  also 
kindly  entertained  by  several  friends  of  the  school  and  of  the 
freedmen  ;  Mrs.  Wm.  Johnson,  in  New-Haven,  Mrs.  Richmond, 
at  Providence,  and  Air.  Jackson,  of  Middleboro.  They  sang 
also  for  the  inmates  of  the  Insane  Asylum  at  Hartford,  and  for 
the  State  Reform  School  for  boys,  in  Meriden,  Ct.,  under  the 
charge  of  Dr.  Hatch. 

NO  VEMBER. 
CONCERTS    AND    WORK     IN     CHURCHES     DURING    THE     MONTH. 

1st.  Worcester,  Mass.     Matinee. 

2d.     Boston,  Mass.    Cnion  Congregational  Church  (Dr.  Parson's). 
Collection. 

j,d.     Wellesley,  Mass. 

4///.  Lynn,  Mass. 

yh.  Randolph,  Mass. 

6tk.  Brookline,  Mass. 

yth.  Newton,  Mass. 

8M.  Boston,  Mass.    Music  Hall. 
loth.  Andover,  Mass. 
nth.  Gloucester,  Mass. 
12th.  Marlboro,  Mass. 
13th.  South-Manchester,  Ct. 
14/A.  Glastonbury,  Ct. 
15///.  New-Britain,  Ct. 
vjth.  Winsted,  Ct. 
\%th.  Wateibury,  Ct. 

lgt/t.  New-York.     Packer  Institute.    Concert. 
20M.  New-York.     Stein  way  Hall. 
2isi.    New- York.     Stein  way  Hall. 

23*/.     New-York,  West  Twenty-third  street  Presbyterian    Church 
(Dr.  Northrop's).    Collection. 


NOVEMBER.  145 

24///.  New-York.     Steinway  Hall. 

26M.  Elizabeth,  N.  J. 

2~th.  Philadelphia,  Pa.     Academy  of  Music. 

2%th.  Harlem,  N.  Y.     Congregational  Church.    Concert. 

2<)tk.  New-York.    Union  League  Hall.    Matinee. 

30///.  Brooklyn.     City  Park  Sunday-school. 

30M.  Brooklyn.      Dr.  Budington's   Church — Congregational.     Col- 
lection. 

30///.  Brooklyn.     Rev.  Henry  Ward  Beecher's,  Plymouth  Church. 


The  head-quarters  of  the  company  during  this  month  were 
in  the  cities  of  Boston  and  New-York,  from  which  were  made 
short  excursions  among  the  neighboring  towns.  The  concert 
in  Music  Hall,  Boston,  on  the  8th,  was  given  in  aid  of  the 
Memphis  sufferers  from  yellow  fever.  That  at  Gloucester  was 
their  second  appearance  there,  and  the  house  was  crowded. 
At  South  Manchester,  they  had  a  very  hospitable  and  generous 
reception  by  the  Messrs.  Cheney,  whose  extensive  and  widely- 
known  American  Silk  Works  make  up  this  model  manufactur- 
ing village.  From  here  the  party  was  taken  in  carriages  to 
Glastonbury,  tit.,  where  they  were  entertained  at  private 
houses,  among  others  at  that  of  Miss  Abbie  and  Miss  Julia 
Smith,  warm  friends  of  the  school  and  the  cause,  who  pleasantly 
said  that  the  coming  of  the  Hampton  Students  had  brought 
them  the  day  of  jubilee  to  which  they  had  looked  forward  in 
the  stormy  days  of  early  abolitionism. 

On  Thanksgiving  day,  the  students  sang  in  Philadelphia, 
returning  the  same  night  to  New-York.  At  their  concert  in 
Harlem,  on  the  28th,  they  were  very  warmly  received  in  the 
ReV.  Mr. Virgin's  church,  and  a  voluntary  contribution  was  made 
them  by  the  audience,  in  addition  to  the  purchase  of  tickets. 
Sunday  the  30th  was  spent  delightfully  in  Brooklyn,  in  visiting 
the  interesting  City  Park  Sunday  school,  of  which  Mr.  Robert 
C.  Ogden  is  superintendent,  and  singing  there  and  at  Dr.  Bud- 
ington's church,  where  a  praise  meeting  had  been  arranged 
for  their  benefit.  In  the  evening,  they  attended  Plymouth 
Church,  and  sang  several  of  their  touching  hymns  by  request 


146  HAMPTON  AND  ITS  STUDENTS. 

of  Mr.  Beecher,  who  said  that  they  had  assisted  the  effect  of 
his  sermon. 

They  were  entertained  in  this  month  at  Mrs.  Benedict's 
house,  in  Waterbury,  Ct.,  and  by  Mr.  W.  F.  Williams,  in  New- 
York,  whose  boy  choir  sang  for  them. 

DECEMBER. 
CONCERTS    AND   WORK    IN   CHURCHES   DURING  THE   MONTH. 

1st.    Brooklyn.     Academy  of  Music. 

id.    Jersey  City,  N.  J. 

2,d.     Williamsburgh,  L.  I. 

4f/i.  Newark,  N.  J. 

6th.  Poughkeepsie.     Vassar  College. 

7th.  Poughkeepsie.  Churches  of  Rev.  James  Beecher  (Congre- 
gational), Rev.  F.  B.  Wheeler  (Presbyterian),  Rev.  Mr. 
Lloyd  (M.  E.) 

St/i.  Rondout,  N.  Y. 

gt/i.  Poughkeepsie,  N.  Y.  , 

ii/ft.  Westchester,  Pa. 
12th.  Camden,  N.  J. 

14/Vz.  Philadelphia,  Pa.     Central  Congregational  Church.     Collec- 
tion. 
1 5//;.  Trenton,  N.  J. 
16///.  Wilmington,  Del. 
17th.  Vineland,  N.  J. 
18//S.  Bridgton,  N.  J. 

igth.  Philadelphia,  Pa.     Dr.  Furness's  church.     Concert. 
20th.  Wilmington,  Del. 
22d.     Germantown,  Pa. 
23d.     Baltimore,  Md. 

JANUARY,  1874. 
TABLE  OF   CONCERTS   AND   OTHER  WORK   DURING   THE  MONTH. 

2id.  Hampton,  Va.  Normal  School  Assembly  Room.  Musical 
entertainment  to  invited  guests. 

2>oth.  Hampton,  Va.  Bethesda  Chapel.  Benefit  proffered  by  citi- 
zens of  Hampton,  Old  Point,  and  Fortress  Monroe. 

$ist.  Hampton,  Va.  National  Asylum  for  Volunteers.  Musical 
entertainment  for  the  veterans. 


HOME  AGAIN.  1 47 


FROM  STUDENTS  JOURNAL. 

"  December  1st.  Another  stormy  night,  as  usual,  for  our 
Brooklyn  concert. 

"  On  the  6th,  we  went  to  Poughkeepsie,  where  we  were  en- 
tertained at  private  houses  for  two  nights.  A  visit  having  been 
arranged  for  us  at  Vassar  College,  we  took  dinner  there,  and 
then  gave  a  short  concert  in  the  chapel  to  the  four  hundred 
young  ladies,  and  then  took  tea,  after  being  shown  many  things 
of  interest.  It  is  needless  to  say  that  it  was  a  delightful  visit. 
The  students  seemed  pleased  with  our  singing,  and  we  were 
delighted  with  what  we  saw.  The  students  gave  a  large  con- 
tribution to  our  school  ($150).  On  Sunday,  we  sang  in  three 
churches,  Mr.  James  Beecher's,  Mr.  Wheeler's,  and  Mr.  Lloyd's. 

"  On  Monday,  we  sang  in  Rondout  to  a  very  good  audience. 
The  next  day  returned  to  Poughkeepsie  and  gave  our  concert. 
It  was  very  well  attended,  and  the  people  seemed  well  pleased. 
On  Wednesday,  we  took  leave  of  our  friends  in  Poughkeepsie, 
feeling  very  grateful  to  them  and  to  a  kind  Providence  for  the 
kindly  manner  in  which  they  had  received  and  kept  us  during 
our  stay. 

"  On  December  nth,  we  arrived  at  Philadelphia,  from  New- 
York,  and  the  same  evening  sang  at  Westchester,  Pa." 

The  head-quarters  of  the  class  for  the  next  fortnight  were  at 
Philadelphia.  Besides  the  concerts  named  in  the  list,  they  sang 
for  the  inmates  of  the  Philadelphia  House  of  Refuge.  They 
were  kindly  entertained  at  Rev.  Dr.  Furness's  house  in  Phila- 
delphia, and  Mr.  Kimber's  in  Germantown. 

On  the  23d,  they  left  Philadelphia  for  Hampton,  giving  a 
concert  at  Baltimore,  on  the  way,  to  a  small  but  very  enthusias- 
tic audience.  They  reached  home  on  the  morning  of  the  25th 
in  time  to  share  the  Christmas  festivities  with  their  school- 
mates and  teachers,  from  whom  they  had  been  separated  for  ten 
months.     The  day  was  one  of  rejoicing  for  all. 

During  the  last  six  weeks,  they  had  worked  incessantly,  sing- 
ing every  night,  but  much  of  the  time  not  even  paying  ex- 


148  HAMPTON  AND   ITS  STUDENTS. 

penses.  The  panic  was  not  only  fatal  to  their  concerts,  but 
threatened  serious  embarrassment  to  the  school.  After  such  an 
experience,  the  sight  of  "  Old  Point  Comfort "  was  as  welcome 
as  to  the  pioneers  of  English  civilization  after  a  rough  Atlantic 
voyage. 

After  the  holidays  were  over,  they  took  up  study  and  work 
with  their  classes  as  far  as  seemed  best  for  them,  slipping  into 
their  old  places  with  a  simplicity  and  zest  that  have  showed 
them  unspoiled  by  their  year's  experience,  while  the  marked 
improvement  in  their  voices,  and  in  many  other  respects,  is  very 
evident  to  their  friends  at  home. 

They  have  spent  the  remainder  of  December  and  the  whole 
of  January  in  quiet.  The  only  concerts  which  have  been  given 
are  a  private  entertainment  in  the  School  Assembly  Room, 
to  the  invited  citizens  of  Hampton,  and  the  officers  from  Fort- 
ress Monroe,  and  a  benefit  concert  tendered  by  them  to  the 
students  in  aid  of  the  Building  Fund,  which  was  given  at  Be- 
thesda  Chapel,  on  January  30th,  to  a  crowded  and  enthusiastic 
house.  The  letter  offering  this  courtesy,  I  give  below,  as  a 
pleasant  and  welcome  example  of  the  kindly  appreciation  in 
which  the  school  is  held  by  its  neighbors.  It  was  signed  by 
nearly  all  of  the  principal  citizens  of  Hampton,  and  from  the 
Fort.     I  have  room  for  only  a  few  of  the  representative  names: 

"  To  Gen.  J.  F.  B.  Marshall  : 

u  Sir  :  The  citizens  of  Hampton,  Old  Point,  and  vicinity,  de- 
siring in  some  way  to  show  their  appreciation  of  the  work  now 
being  done  in  the  cause  of  education  by  the  officers  and  teach- 
ers connected  with  the  Hampton  Normal  and  Agricultural  In- 
stitute, and  wishing  for  an  opportunity  to  acknowledge  then- 
indebtedness  to  the  '  Hampton  Students,'  for  the  musical  en- 
tertainments given  to  our  community,  we  hereby  tender  a  bene- 
fit, the  proceeds  to  go  to  the  use  of  your  Institution,  and  the 
time  and  place  to  be  chosen  by  you. 

"  Jan.  24,  1874." 

Signed  by  Jacob  Heffelfinger,  Esq.,  Col.  J.  C.  Phillips,  H.  C. 


OUR  SOUTHERN  FRIENDS.  1 49 

Whiting,  Esq.,  Col.  Thomas  Tabb,  Gen.  William  F.  Barry,  Gen. 

Joseph  Roberts,  Capt.  P.  T.  Woodfin,  and  others. 

The  following  reply  was  returned  by  Gen.  Marshall  : 

"  Hampton  Normal  and  Agricultural  Institute,  ) 
Hampton,  Va.,  January  26,  1874.  ) 

"  Gentlemen  :  I  have  the  honor  to  acknowledge  receipt  of 
your  communication  of  24th  instant,  and  to  assure  you,  in  be- 
half of  the  officers  and  teachers  of  the  Normal  School,  of  our 
gratification  at  your  indorsement  of  the  educational  work  in 
which  we  are  engaged,  and  your  cordial  expressions  of  good- 
will toward  the  Institution. 

"  I  accept  with  pleasure  your  kind  offer  of  a  benefit  concert, 
to  be  given  by  the  '  Hampton  Students,'  in  aid  of  our  building 
fund,  and  would  propose  Friday  evening  next,  at  the  '  Bethes- 
da  Chapel '  (Rev.  Mr.  Tolman's),  as  the  most  convenient  time 
and  place  for  the  proposed  entertainment. 

"  I  am,  gentlemen,  yours  very  truly, 

"J.  F.  B.  Marshall, 

"A.  A.  Principal. 

"  To  Jacob  Heffelfinger,  Esq.,  Col.  J.  C.  Phillips,  H.  C. Whiting,  Esq., 
Col.  Thomas  Tabb,  Gen.  William  F.  Barry,  Gen.  Joseph  Roberts, 
Capt.  P.  T.  Woodfin,  and  others." 

The  Norfolk  Landmark  publishes  the  incident  and  General 
Marshall's  reply,  and  makes  the  following  comment,  which  is 
interesting  as  showing  a  conservative  Southern  journal's  view 
of  the  reconstruction  question  : 

"  On  looking  at  the  names  of  the  gentlemen  to  whom  this 
note  is  addressed,  it  is  gratifying  to  see  that  the  two  old  armies 
are  represented.  The  Federals  and  ex-Confederates  who  held 
on  valiantly  to  the  end  at  Appomattox  or  Greensboro  are  new 
united  in  a  practical  reconstruction,  which  conveys  a  good  les- 
son to  the  political  warriors  (?)  at  Washington.  " 

The  Students  have  also  sung  for  the  veteran  volunteers  of 
the  National  Home,  at  Hampton,  and  were  most  generously 
entertained,  by  the  courtesy  of  the  commandant,  Capt.    P.  T. 


150  HAMPTON  AND  ITS  STUDENTS. 

Woodfin,  U.  S.  V.,  to  whom  the  school  owes  many  acts  of 
kindness. 

On  the  third  of  February,  they  start  northward  once  more. 
Virginia  Hall,  which  existed  for  them  only  in  hope  when  they 
first  took  up  their  mission,  they  now  leave  behind  them,  the 
growing  monument  of  their  years'  work,  and  they  go  forth,  trust- 
ing to  return  next  June  to  witness  its  dedication,  and  insure  its 
full  completion. 

When  the  President  of  the  United  States  kindly  took  their 
hands  at  the  White  House,  as  they  have  told  you,  he  said  to 
them  : 

"  It  is  a  privilege  for  me  to  hear  you  sing,  and  I  am  grateful 
for  this  visit.  The  object  you  have  in  view  is  excellent — not 
only  good  for  your  people,  but  for  all  the  people,  for  the  nation 
at  large.  The  education  you  aim  at  will  fit  you  for  the  duties 
and  responsibilities  of  citizens,  for  all  the  work  of  life.  I  wish 
you  abundant  success  among  the  people  wherever  you  go,  and 
success  to  those  you  represent  in  reaching  a  high  degree  of 
knowledge  and  usefulness." 

They  are  hoping  still  to  find  his  God-speed  echoed  by  the 
people  to  whom  they  appeal  by  the  plaintive  music  of  slave  life 
for  help  to  raise  themselves  into  the  higher  life  of  freedom. 


VIRGINIA    HALL. 


By  H.  W.  L. 


In  undertaking  any  great  work  which  must  depend  largely 
for  its  accomplishment  upon  the  practical  sympathies  of  the 
public,  it  is  a  wise  as  well  as  a  fair  policy  to  let  a  brave  begin- 
ning appeal  to  those  sympathies  at  once,  as  the  pledge  of  an 
honest  purpose,  and  its  honest  fulfillment.  It  is  on  this  princi- 
ple that  the  building  of  Virginia  Hall  has  been  carried  out.  Its 
foundations  were  laid  early  in  April  of  last  year.  At  that  time 
there  was  not  a  dollar  in  the  treasury  for  building  purposes,  and 
53000  were  owing  for  bricks  which  had  been  manufactured  the 
previous  summer. 

The  chorus  of  Hampton  Students  had  just  started  upon  their 
untried  campaign  for  the  $75,000  estimated  as  the  full  cost, 
and  the  future  certainly  seemed  difficult  to  read. 

"  Break  ground  "  was  the  decision,  "  and  let  the  work  go  on 
as  long  as  the  money  comes  in.  It  is  a  great  need,  and  the 
Lord  knows  it.  We  will  do  all  in  our  power,  and  then  if  He 
can  afford  to  wait,  we  can." 

The  ground  was  broken,  accordingly,  as  soon  as  the  frost  was 
sufficiently  out  of  it,  and  the  work  pushed,  until,  on  June  12th, 
1873,  the  corner-stone  was  laid  by  Prof.  Roswell  D.  Hitch- 
cock, D.D.,  of  New-York,*  in  the  presence  of  many  distin- 
guished visitors  from  the  North  and  South,  and  Great  Britain, 
who  were  drawn  to  Hampton  by  the  interest  of  the  occasion, 
and  of  the  commencement  exercises  of  the  school,  and  by  their 

*See  Appendix,  Note  8. 


GOOD  SECURITY.  1 53 

desire  to  inspect  the  successful  operation  of  the  manual-labor 
system  in  Southern  education. 

In  announcing  the  design  of  the  new  hall,  Gen.  Armstrong 
said  :  "  As  security  for  its  completion,  we  have  our  faith  in  our 
jwn  earnest  efforts,  in  the  people  of  this  country,  and  in  our 
God."  That  this  was  good  security,  the  finished  walls  of  the 
beautiful  edifice  now  stand  to  witness. 

As  fast  as  the  dollars  have  come  into  the  treasury,  they  have 
been  turned  into  bricks  and  mortar  and  timber,  and  the  work 
has  not  been  suspended  for  want  of  them  for  even  a  single 
day.  As  a  friend  lately  remarked  :  "  There  is  something  actu- 
ally sublime  in  the  way  those  walls  have  gone  steadily  up,  rising 
day  after  day,  day  after  day,  right  through  this  panic,  when  the 
largest  business  firms  have  been  brought  to  a  stand-still.  It  is 
like  the  movement  of  God's  providence." 

We  certainly  have  reason  to  feel  that  it  is  the  movement  of 
God's  providence,  and  to  believe  that  it  will  not  cease  till  His 
full  purpose  is  accomplished.  When  the  panic  was  at  its  height, 
and  every  usual  means  of  securing  /unds  seemed  exhausted, 
when  there  appeared  to  be  no  choice  left  but  to  stop  work  and 
leave  uncovered  walls  exposed  to  the  damaging  severities  of 
winter,  two  friends  from  Boston  came  to  the  rescue — one  with 
a  check  for  §5000,  the  other  with  a  guarantee  equivalent,  if 
necessary,  to  $5000  more,  and  the  work  went  on.  The  cost  of 
finishing  the  whole  exterior  is  thus  assured  ;  and  as  I  write,  the 
hall  is  rapidly  assuming,  externally,  the  finished  aspect  which 
is  faithfully  represented  in  the  picture  on  page  152  in  this 
sketch.  It  is  expected  that  the  roof  will  be  finished  by  the  first 
of  March. 

The  material  of  the  building  is  red  brick,  the  color  relieved 
by  lines  and  cappings  of  black.  It  measures  one  hundred 
and  ninety  feet  in  front  by  forty  in  width,  and  has  a  wing  run- 
ning one  hundred  feet  to  the  rear.  It  will  contain  a  chapel, 
with  seating  capacity  for  four  hundred  people  ;  an  industrial- 
room  for  the  manufacture  of  clothing,  and  for  instruction  in 
sewing  in  all  its  branches  ;  a  dining-room  able  to  accommodate 


VIRGINIA   HALL.  1 55 

two  hundred  and  seventy-five  boarders  ;  a  large  laundry  and 
kitchen,  besides  quarters  for  twelve  teachers,  and  sleeping- 
rooms  for  one  hundred  and  twenty  girls. 

The  heating  apparatus  is  to  be  steam,  which  will  be  applied 
to  cooking.  The  kitchen  and  laundry  are  to  have  the  best 
appliances  for  thorough  work,  and  are  to  be  as  attractive  and 
comfortable  as  any  rooms  on  the  premises.  Every  thing  will  be 
done  to  dignify  labor,  by  making  its  associations  respectable. 

Gas  will  be  introduced  as  soon  as  possible.  The  basement, 
eight  feet  in  the  clear  in  height,  will  be  well  lighted,  dry,  and 
besides  containing  the  printing-office  and  being  the  publication- 
office  of  the  Southern  Workman,  will  be  useful  in  many  ways. 

A  competent  engineer  will  care  for  the  machinery,  apply 
steam  power  to  grinding  meal,  sawing  wood,  etc.,  and  by  mak- 
ing the  many  repairs  incidental  to  an  establishment  like  this, 
will,  it  is  expected,  save  to  the  school  an  amount  equal  to  his 
salary. 

The  friends  of  the  school  may  be  assured  that  the  con- 
struction is  well  done.  Only  day  labor  is  employed,  and  the 
work  is  up  to  the  mark  in  every  way. 

Mr.  Albert  Howe,  Farm  Manager,  an  ex-Union  soldier,  is 
superintendent,  and  Mr.  Charles  D.  Cake,  a  Hampton  mechanic 
and  ex-Confederate  soldier,  is  foreman.  The  mechanics  are 
about  half  white  and  half  colored,  are  paid  according  to  their 
labor,  and  are  most  harmonious,  though  equally  divided  in 
politics  and  in  war  record.  The  brains  and  hands  employed 
are  all  local,  yet  Colonel  Thomas  Tabb,  of  Hampton,  feels  jus- 
tified in  saying  that  it  will  probably  be  the  finest  building  in 
Virginia.  The  architect  is  Mr.  Richard  M.  Hunt,  of  New- 
York  City,  whose  reputation  is  national. 

The  institution  is  equally  fortunate  in  the  capacity  and 
energy  of  Mr.  Howe  and  in  the  mechanical  skill  and  faithful- 
ness of  Mr.  Cake,  under  whose  care  the  well  laid  walls  have 
gone  up  like  magic — obedient  to  the  call  of  a  people's  need. 
The  brick  used  is  made  on  the  Normal  School  premises,  under 
the  superintendence  of  Judge   Oldfield,  of  Norfolk,  an  expe- 


INTERIOR  OF  A  GIRLS'  ROOM  IN  VIRGINIA  HALL. 


VIRGINIA   HALL.  1 57 

rienced  brickmaker.  About  a  million  bricks  and  five  hundred 
thousand  feet  of  lumber  will  be  used.  The  interior  finish  will 
largely  be  in  native  Virginia  pine. 

An  interior  view  of  a  girls'  room  in  Virginia  Hall  is  here- 
with presented.  There  will  be,  however,  but  one  bureau  in- 
stead of  two  as  in  the  picture,  and  a  plain  drop  window-curtain. 
The  cost  of  furnishing  one  of  these  rooms  (of  which  there 
are  sixty,  besides  eight  rooms  for  teachers)  is  sixty  dollars. 

Will  not  individuals  and  societies  undertake  the  cost  of  fur- 
nishing them  ?  To  insure  uniformity  and  satisfaction,  it  is 
better  to  send  the  amount  to  the  Treasurer,  who  will  purchase 
at  wholesale  prices.  The  bedding  may,  however,  be  very  satis- 
factorily made  up  and  sent  direct.  A  statement  of  precisely 
the  articles  needed,  and  their  prices  and  shipping  directions, 
will  be  sent  to  any  one  desiring  it,  who  shall  address  S.  C. 
Armstrong,  Hampton,  Va. 

It  is  aimed  to  create  no  useless  or  expensive  tastes.  "  Plain 
living  and  high  thinking"  is  the  right  formula  for  educational 
work.  In  building,  furnishing,  boarding,  and  in  all  the  work 
and  living  at  Hampton,  the  idea  is  to  surround  the  student  with 
influences  that  shall  stimulate  self-respect,  that  shall  develop 
the  higher  and  better  nature  by  a  practical  recognition  of  it. 

Good  buildings  and  furniture  take  care  of  themselves.  Aca- 
demic Hall,  costing  $48,500,  has  in  four  years  of  hard  usage 
received  no  appreciable  injury. 

It  is  borne  in  mind  that  graduates  must  enter  upon  a  lowly 
life  in  cabins,  and  endure  the  "  hog  and  hominy"  fare  of  their 
poverty-stricken  people.  Strong  self-respect  and  ideas  of  true 
culture  do  not  and  will  not  alienate  them  from  their  race,  but 
rather  make  them  more  appreciative  of  the  work  they  have 
to  do. 

For  months  past,  every  nerve  of  the  corps  of  Hampton's 
workers  has  been  strained  to  secure  funds  for  the  completion 
of  their  beautiful  building. 

The  first  $40,000  have  been  given  and  nearly  expended,  ten 
thousand  of  which  ha\*Q  been  the  direct  net  proceeds  of  the 


T58  HAMPTON  AND  ITS  STUDENTS. 

concerts  of  the  "  Hampton  Students,"  and  the  remaining  thirty 
thousand  the  indirect  results  of  the  interest  they  have  excited, 
or  the  fruits  of  the  collateral  efforts  that  have  been  made. 
The  workers  are  now  upon  the  home  stretch.  With  no  dis- 
couraging debt,  with  a  consciousness  that  their  efforts  are  in 
the  line  of  a  pressing  need  and  of  a  great  justice  and  humanity, 
and  that  the  strongest  signs  of  special  providential  favor  have 
been  manifested,  they  will  press  the  completion  of  the  interior 
so  that  the  dedication  may  take  place  on  the  nth  of  next 
June.  Virginia  Hall,  we  have  faith  to  believe,  will  then  be 
devoted  to  the  service  of  the  Commonwealth  whose  noble 
name  it  bears,  and  of  the  Divine  Power  that  has  been  in  all 
its  building  and  is  entitled  to  all  the  glory  of  it. 

Twenty-five  thousand  dollars  more  must  be  secured  to  pre- 
pare it  for  use  next  fall,  and  many  young  women  eager  for 
education  are  watching  with  anxious  eyes  for  its  opening.  It 
is  for  this  that  our  Hampton  Student  Singers  have  once  more 
entered  the  field,  and  that  we  send  this  little  book  out  with 
them. 

Have  we  not  reason  still  to  trust  to  our  own  earnest  efforts, 
to  the  people  of  this  country,  and  to  our  God  ? 


APPENDIX. 


The  following  statement  shows  the  various  specific  objects  for  which  funds  are 
needed  for  the  completion  and  successful  working  of  the  Hampton  Normal  and 
Agricultural  Institute. 

Permanent  and  reliable  means  of  support  are  the  great  need  ;  therefore,  first  in 
importance  is  an 

ENDOWMENT   FUND. 

First.  Foundations  of  from  ten  thousand  to  twenty-five  thousand  dollars  for  the 
support  of  instructors  and  professors.  One  hundred  thousand  dollars  are  needed 
in  this  way. 

Second.  Scholarships  of  one  thousand  dollars,  the  proceeds  of  which  shall  be 
devoted  to  the  maintenance  of  the  corps  of  teachers,  enabling  students  to  receive 
instruction  free  of  charge. 

Third.  A  general  fund  of  one  hundred  thousand  dollars,  the  proceeds  of  which 
shall  be  used  according  to  the  judgment  of  the  trustees  for  miscellaneous  objects. 
Such  a  fund  is  indispensable  to  efficiency. 

Fourth.  A  beneficiary  fund  of  forty  thousand  dollars,  the  interest  to  be  applied 
to  personal  relief  of  needy  and  deserving  students. 

Such  aid  is  here  exceptional  and  made  closely  contingent  upon  merit,  but  of  our 
nearly  two  hundred  (and  rapidly  increasing  number  of)  boarders,  many  are  orphans, 
in  utter  poverty,  unable,  owing  to  youth  or  to  a  degree  of  delicacy  or  inexperience, 
to  earn  by  labor  in  the  industrial  departments  enough  for  board,  books,  and  cloth- 
ing. In  some  cases,  those  who  will  make  the  best  teachers  are  not  capable  of 
heavy  physical  effort.  Great  care  is  taken  to  avoid  pauperizing  poor  students,  but 
help  in  certain  cases  is  a  duty. 

Two  hundred  boarding  students,  in  a  session  of  eight  and  a  half  months,  at  an 
average  of  $13  per  month  for  board,  books,  and  clothes,  would  be  charged  with 
$22, 100.  Of  this  amount,  it  would  be  wise  to  cancel  by  charity  from  $3000  to 
$5000. 

It  is,  in  general,  the  plan  of  the  school  that  students  bear  their  own  personal 
expenses,  and  most  of  them  can  do  so  by  paying  half  in  cash  and  half  in  labor,  and 
by  earnings  as  teachers  after  graduation.  Much  of  the  labor  given  out  is,  however, 
a  direct  tax  upon  our  cash  income,  and  this  burden  is  to  be  met  by  the  general  fund 
of  the  school,  which,  in  reality,  is  a  charity  fund  applied  in  the  wisest,  most  health- 
ful, and  stimulating  way. 

A  BUILDING  FUND 
of  thirty-five  thousand  dollars  is  needed  for  the  completion  of  Virginia  Hall,  a 
young  women's  dormitory. 

The  young  men  are  occupying  recitation-rooms,  or  are  quartered  in  tents.  There 
is  no  young  men's  dormitory  whatever.  Twenty-five  thousand  dollars  are  needed 
to  provide  proper  shelter  for  one  hundred  and  fifty  male  students.  This  need  is 
pressing. 


j6o  appexdix. 

Our  agricultural  operations  are  on  a  large  scale,  and  are  highly  successful,  both 
as  a  means  of  instruction  and  of  improvement  in  manly  and  useful  qualities,  and  as 
self-supporting,  but  we  have  no  suitable  barn.  Five  thousand  dollars  are  needed 
for  the  erection  of  a  barn  which  shall  be  a  model,  an  object-lesson,  to  this  section 
of  the  country,  and  an  indispensable  convenience  and  economy  to  the  farm. 

The  farm  is  in  possession  of  the  skill  needed  to  manage  a  hot-house.  Such  a 
feature  is  desirable :  its  products  could  be  sold  to  advantage,  and  it  would  be  most 
useful  as  a  part  of  our  system  of  practical  instruction.  It  would  cost,  fitted  up, 
about  $1500,  but  it  is  not  urgently  needed. 

FUNDS    FOR    CURRENT    EXPENSES. 

Annual  scholarships  of  $70  a  year,  or  scholarships  of  $210,  for  the  three  years' 
course,  are  asked  for.  Many  can  supply  these  whose  means  do  not  permit  them 
to  do  more.  Individuals,  Sunday-schools,  and  societies,  in  various  parts  of  the 
country,  are  maintaining  scholarships  here,  and  all  who  have  given  them  are  en- 
treated to  continue  their  annual  help  until  the  school  shall  be  on  a  solid  foundatio  ■<.  of 
its  cnan. 

We  are  putting  forth  the  greatest  energy  to  place  this  institution  on  a  footing  of 
permanent  usefulness,  to  make  it  a  pillar  of  civilization  and  Christianity.  Mean- 
while, we  appeal  to  the  country  to  aid  us  in  paying  current  expenses. 

Catalogues  and  detailed  financial  statements  of  the  affairs  of  the  school  will  be 
sent  to  contributors  desiring  such  information. 

Contributions  and  inquiries  should  be  sent  to  General  J.  F.  C.  Marshall,  Trea- 
surer, Box  10,  Hampton,  Va.,  or  to  Rev.  Thomas  K.  Fessenden,  Financial  Secre- 
tary, Farmington,  Ct.,  or  to  the  undersigned. 

On  behalf  of  the  trustees, 

Hampton,  Va.,  January  1,   1874.  S.  C.  Armstrong,  Principal. 

Note  i.     {See  page   19.) 
The  following  is  a  copy  of  the  order  for  discontinuing  the  distribution  of  rations 
to  the  freedmen  about  Fortress  Monroe  : 

"War   Detartment. 
"Bureau  of   Refugees,  Freedmen.  and  Abandoned  Lani 
"Washington,   August  22,    1S66. 
Circular    So.    10. 
"In  accordance  with  the  instructions  of  the  Secretary  of  War,  it  is  ordered  that 
on  and  after   the  first  day  of  October  next,  the  issue  of  rations   be  discontinued 
except  to  the  sick  in  regularly  organized  hospitals,  and  to  the  orphan  asylums  for 
refugees  and  freedmen  already  existing,  and  that  the  State  officials  who  may  be  re- 
sponsible for  the  care  of  the  poor  be  carefully  notified  of  this  order,  so  that  they 
may  assume  the  charge  of  such  indigent  refugees  and  freedmen  as  are  not  embraced 
in  the  above  exceptions.,  "  O.   O.   HOWARD, 

"Official:  "  Major-  General   Commissioner. 

' ■  Assistant  Adjutant-  General. ' ' 

Note  2.     {See  page  25.) 
The  following  letter  from  General    O.  O.  Howard  was  received  in  reply  to  a 
request  from   the  author  of  The  School  and  its  Story  that  he  would  add  his  own 
opinion  of  Hampton  to  her  witness  as  a  teacher.     It  is  generous,  as  his   res] 
to  appeals  from  Hampton  have  ever  been  : 


H 


APPENDIX.  16 1 

"Washington,  D.  C,  Sept.  10,  1873. 

"  DEAR  Madam  :  I  can  not  give  an  unbiased  opinion  of  Hampton  Institute, 
because  from  the  commencement  I  have  been  its  ardent  and  sanguine  friend.  I  am 
now  on  its  Board  of  Trustees,  and  eager  to  see  this  institution  placed  on  solid 
foundations. 

"  Hampton  presents  unity  in  its  Board  of  Trustees,  unity  in  its  faculty  of  instruc- 
tion, and  able  administration.  It  combines  practical  teaching  with  its  theoretical, 
and  opens  avenues  to  the  children  of  the  poor.  Its  requirements  are  intelligence 
and  industry,  not  limited  by  race  or  caste.  I  invoke  upon  it  the  favor  and  sympa- 
thy of  men  and  women  who  love  to  do  good,  and  repair  some  of  the  ills  of  our  past 
national  and  social  crimes. 

"God  is  sure  to  help  its  earnest  workers.  Let  the  catholic  spirit  of  our  divine 
Lord  and  Master  never  suffer  it  to  be  cramped  by  bigotry  or  narrowness,  or  cursed 
by  skepticism.  Then  will  this  young  and  happy  institute  meet  the  warm  wishes  of 
its  indefatigable  superintendent,  Gen.  S.  C.  Armstrong,  and  not  fail  to  fulfill  the 
unflagging  faith  of  its  founders. 

"  With  many  thanks  for  the  honor  you  extend  to  me, 

"I  remain  sincerely  your  and  General  Armstrong's  friend, 

"  O.  O.  Howard, 
"  President  Howard  University.'" 


The  Southern  Workman  is  already  known  to  many  of  our  friends.  It  is  edited 
by  officers  of  the  school,  and  printed  chiefly  by  colored  students  who  are  learning 
the  printers'  trade,  and  paying  their  way  through  school  by  type-setting  and  press- 
work.  The  first  number  was  issued  January  1st,  1872.  It  began  its  second  year 
with  a  monthly  circulation  of  fifteen  hundred,  and  a  paid-up  subscription  list  of 
over  eleven  hundred.  This  is  a  much  nearer  approach  to  the  point  of  self-support 
than  has  ever  been  attained  in  the  South  before  by  any  similar  paper. 

Over  three  quarters  of  its  issue  goes  to  the  freedmen,  for  whom  it  is  really  in- 
tended ;  and  for  them  indeed  there  is  no  similar  paper.  Avoiding  politics,  it  gives 
them  intelligence  concerning  their  own  race  and  the  outside  world,  interesting  cor- 
respondence from  teachers,  and  practical  and  original  articles  upon  science,  agri- 
culture, housekeeping,  and  education.  It  is  handsomely  printed  on  good  paper, 
and  supplied  with  first-class  illustrations  by  Northern  friends,  among  whom  are  the 
publishers  of  the  Nursery,  the  Christia?i  Weekly,  Every  Saturday,  and  Haipers 
Magazine. 

The  complete  success  of  this  paper  is  the  attainment  of  an  important  vantage- 
ground  in  an  important  field.  Will  you  not  lend  a  hand  in  this  effort  by  subscrib- 
ing, as  many  of  our  friends  have  done,  for  some  poor  family  in  the  South  who  can 
not  spare  a  dollar  ?* 

Note  4.     (See  page  52.) 

The  following  address  was  delivered  by  Rev.  William  H.  Ruffner,  D.D.,  Super- 
intendent  of  Public  Instruction  in  Virginia,  at  the  Hampton  Institute  Commence- 
ment, June  1 2th,  1873.  The  day  was  also  chosen  for  the  laying  of  the  corner-stone 
of  Virginia  Hall,  and  the  combined  interests  of  the  occasion  called  together  a  re- 
markable assemblage  of  men  and  women  of  intellect  and  influence,  from  North  and 
South,  and  beyond  the  sea,- many  of  whose  names  are  honored  in  every  part  of  our 

*  Terms,  $i  per  year.     Address,  Southern  Workman,  Hampton,  Va. 


1 62  APPENDIX, 

country  and  in  Great  Britain.  This  report  of  Dr.  Ruffner's  remarks  was  kindly- 
furnished  by  himself,  in  response  to  the  very  unanimous  request,  by  vote,  of  the 
assembly : 

"  Mr.  President,  I  came  here  simply  to  discharge  my  duty  as  one  of  the  curators 
of  that  part  of  the  Land  Fund  which  was  given  by  the  Legislature  to  this  institu- 
tion. My  intention  was  not  to  take  part  in  the  public  exercises  of  this  occasion  ; 
but  after  arriving  here  yesterday  evening,  and  finding  how  many  influential  gentle- 
men  were  gathering  from  distant  States,  I  determined  to  bear  a  testimony  in  favor 
of  this  school,  and  to  suggest  thoughts  which  might  bear  fruit  hereafter. 

"  The  Hampton  Normal  and  Agricultural  Institute,  as  its  name  imports,  ad- 
dresses itself  to  the  two  great  wants  of  Virginia  at  this  time,  the  education  of  her 
unlettered  masses,  and  the  promotion  of  her  material  and  especially  her  agricul- 
tural prosperity. 

"  The  colored  schools  of  the  State  are  suffering  more  than  I  can  tell  you  for  the 
want  of  trained  teachers.  The  lower  the  average  intelligence  of  a  people,  the 
larger  the  work  of  the  teacher,  for  he  has  not  only  to  do,  but  to  undo.  The  educa- 
tional work  among  the  colored  people  in  the  South  is  not  only  one  of  great  magni- 
tude, but  it  is  a  feadiar  and  delicate  -work.  Comparatively  (tw  men  understand  it, 
and  still  fewer  are  fitted  to  carry  it  on  without  mixing  evil  with  the  good.  The 
negro  has  many  good  friends  who  are  bad  advisers.  It  would  have  been  easy  to 
establish  a  school  here  that  would  have  been  hateful  to  the  intelligent  people  of  the 
State,  and  been  mischievous  just  in  proportion  to  its  success.  But  this  school  is 
worthy  of  great  praise.  Its  aim  has  been  honest  and  single.  Although  now  and 
then  words  and  things  out  of  the  direct  line  may  appear,  yet  I  believe  its  purpose 
to  be  wholly  educational ;  and  the  more  exclusively  it  can  preserve  its  character, 
the  more  useful  and  honorable  will  be  its  career. 

"And,  gentlemen,  I  like  the  cast  of  the  school,  as  well  as  its  spirit.  It  gives  a 
sound,  general  education,  together  with  several  practical  applications  thereof.  The 
royal  idea  in  both  Prussia  and  China  is,  that  a  youth's  education  is  not  complete 
until  he  has  been  taught  to  make  a  living  in  tzvo  ways,  one  by  his  head,  and  the 
other  by  his  hands  ;  and  behold  here  we  have  the  double  training.  Some  students 
will. succeed  better  in  the  head-work,  and  others  in  the  hand-work.  Some  A\-ill  em- 
ploy the  two  interchangeably ;  and  whether  they  do  the  one  or  the  other,  they  will 
be  doing  valuable  public  service. 

"  Leaving  out  of  view  our  new  Agricultural  and  Mechanical  College  at  Blacks- 
burg,  which  we  hope  to  make  a  model  of  its  kind,  I  know  of  no  school  which  so 
accurately  represents  as  this  does  what  seems  to  me  to  have  been  the  idea  floating 
in  the  mind  of  Congress,  when  it  gave  to  the  States  the  educational  land  scrip. 
After  years  of  study,  I  feel  justified  in  the  conviction  that  there  has  been  a  misap- 
plication of  this  land  scrip  in  most  of  the  States.  The  '  industrial  classes'  have  not 
received,  and  are  not  likely  to  receive,  any  direct  benefit  from  a  vast  donation  in- 
tended exclusively  for  them.  But  this  school  deserved  as  well  as  received  a  portion 
of  the  fund.  And  no  act  of  the  Virginia  Legislature  has  met  with  more  general 
approval*by  the  people  of  the  State  than  the  act  of  endowing  this  institution  with  a 
third  of  the  land  fund.  And  the  remark  by  the  State  Superintendent  of  Connecti- 
cut is  worthy  of  note — namely,  that  of  all  the  States,  North  or  South,  Virginia 
alone  has  given  to  the  negroes  a  share  in  the  Congressional  donation  for  the  edu- 
cation of  the  industrial  classes.  Elsewhere  it  has  all  gone  for  the  higher  education 
of  the  whites ! 

"Allow  me  to  say,  gentlemen,  that  although  Congress  has  recognized  hand- 
somely the  claims  of  education  as  an  element  in  national  aggrandizement,  it  has 
left  a  solemn  duty  unperformed.  It  converted  slaves  to  citizens  without  pro- 
viding means  whereby  their  citizenship  might  be  a  reality  and  a  blessing.  It  sim- 
ply cast  four  millions  of  freedmen,  in  their  poverty  and  weakness,  upon  the  ruined 
communities  of  the  South.  It  has  abundantly  inculcated  upon  them  their  rights  ; 
but  as  an   eloquent  speaker  has  said  to-day,  the  negroes   have  duties  as  well  as 


APPENDIX.  163 

lights  ;  and  what  provision  has  been  made  by  Congress  for  fitting  these  people  for 
their  duties  ? 

"I  do  not  desire  the  national  government  to  go  to  school-teaching,  but  I  do 
desire  to  see  these  Southern  States  furnished  with  the  means  of  educating  the  chil- 
dren of  the  freedmen.  Our  old  State  has  entered  honestly  and  uncomplainingly 
upon  the  work  of  educating  all  her  people  impartially,  and  to  the  full  extent  of  her 
means,  and  she  intends  to  keep  at  //without  faltering.  He  who  says  any  thing  to 
the  contrary  speaks  ignorantly  or  falsely.  But  the  work  is  too  great  for  her  pre- 
sent ability.  In  order  to  do  it  properly,  she  must  have  large  aid.  And  this  is  true 
of  every  Southern  State.  I  have  faith  to  believe  that  this  aid  will  come  sooner  or 
later.  The  noble  sentiments  expressed,  this  day,  in  our  hearing  by  representative 
men  from  New-Jersey,  New- York,  and  New-England,  are  unmistakable  harbin- 
gers of  an  approaching  era  of  justice,  good  feeling,  and  mutual  respect.  Here  we 
have  a  cause  in  which  we  have  already  begun  to  work  together.  And  may  I  not 
bespeak  the  aid  of  the  powerful  talent  and  influence  here  present  in  securing  large 
appropriations  from  Congress  to  the  Southern  States  to  enable  them  to  do  all  that 
needs  to  be  done  in  this  great  work  of  popular  education  ? 

"  Normal,  Agricultural,  and  Mechanical  schools  which,  like  this  one,  are  true  to 
their  names,  should  be  liberally  provided  for  by  public  and  by  private  means ;  but 
large  provision  is  needed  for  the  support  of  teachers  in  the  field  and  for  furnishing 
all  the  appliances  of  education.  The  movement  in  this  direction,  begun  two  win- 
ters ago,  will  be  continued  next  winter,  and  is  worthy  the  attention  of  the  friends 
of  education  everywhere. 

"  My  impression  is,  that  this  school  has  a  great  future  before  it.  As  matters 
now  stand,  it  has  all  the  elements  of  prosperity  and  growing  usefulness.  Let  it  be 
endowed  with  all  the  means  required  for  its  widest  expansion,  and,  what  is  better, 
for  its  solid  growth." 

Note  5.     (See  pages  29  and  53.) 
The  following  collection  of  letters  received  by  the  Principal  of  the   Hampton 
Institute  furnishes  forcible  testimony  of  the  practical  success  of  the   school,  and 
is  offered  to  the  public  in  the  belief  that  it  illuminates  both  sides  of  a  difficult 
question: 

Commonwealth  of  Virginia,  Executive  Chambers, 
Richmond,  March  5,  1873. 
General  S.  C.  Armstrong  : 

Dear  Sir  :  The  unanimity  with  which  the  Virginia  Legislature  bestowed  one 
third  of  the  land  fund  upon  the  Hampton  Institute,  and  the  universal  approval  of 
the  act  by  {he  Virginia  people,  afford  the  highest  possible  testimony  in  favor  of  this 
institution.  The  school  is  regarded  as  the  product  of  an  original  study  and  true 
comprehension  of  the  intellectual  and  moral  wants  of  the  colored  race,  and  not  as 
a  mere  fanciful,  initiative  scheme  of  education.  The  direct  results  of  the  institu- 
tion are  exceedingly  valuable,  and  its  general  influence  most  happy  in  promoting  a 
spirit  of  education  among  the  colored  people.  Its  technical  cast  is  worthy  of  the 
attention  of  educators  everywhere.  The  indications  now  are  that  the  present 
accommodations  of  the  school  will  fall  very  short  of  the  demand.  Such  a  result 
would  be  deplorable  for  many  reasons.  The  Board  of  Education  of  Virginia 
heartily  indorses  your  plan  for  increasing  your  educational  facilities. 

Respectfully  yours, 

Gilbert  C.  Walker. 

February  8,  1873. 
General    S.    C.    Armstrong  : 

My  DEAR  Sir  :  In  response  to  your  letter  of  the  5th  instant,  requesting  an  ex- 
pression of  my  views  as  to  the  efficiency  of  your  graduates,  I  am  pleased  to  be 
able  to  state  that,  so  far  as  their  work  has  fallen  under  my  observation,  I  have 
found  them  worthy  representatives  of  a  worthy  institution.     Those  serving  under 


164 


APPENDIX. 


my  jurisdiction  as  Superintendent  of  Schools  proved  themselves  to  be  very  faithful 
and  efficient  teachers,  and  the  success  attending  their  schools  was  in  many  cases 
truly  surprising.  The  evidences  furnished  by  their  good  deportment  showed  that, 
while  cultivating  their  intellectual  faculties,  Hampton  had  not  neglected  their  morals. 

I  considered  Samuel  Windsor  one  of  the  best  teachers  for  primary  schools  I 
had  ever  seen.  His  teaching  was  after  the  most  approved  methods,  and  the  evi- 
dences furnished  during  my  visitations  and  examinations  of  his  school  proved  that 
he  himself  had  been  the  subject  of  very  superior  training.  He  is  now  the  princi- 
pal of  a  flourishing  graded  school  of  about  two  hundred  pupils. 

If  such  is  a  fair  specimen  of  the  teachers  you  turn  out  at  Hampton,  the  country 
has  much  to  hope  for  in  the  continued  prosperity  of  your  institution.  *The  great 
want  of  our  colored  schools  is  properly-trained  colored  teachers. 

Wishing  you  abundant  success  in  your  important  work,  I  am, 
Very  truly  yours, 

JL.   R.   Holland,  Superintendent  Schools. 

Franklin  Depot,  ) 

Susquehanna  Co.,  Va.,  Jan.  22,  1873.  £ 
General  S.  C.  Armstrong  : 

Dear  Sir  :  Yours  of  the  2d  instant  was  received  some  time  ago,  and  in  reply 
I  must  say  that  it  will  give  me  much  pleasure  to  give  you  what  information  I  pos- 
sess regarding  my  experience  with  the  teachers  sent  from  your  institution. 

I  have  been  fortunate  enough  to  receive  four  of  five  of  them — namely,  William 
H.  Lee,  George  W.  Lattimore,  William  Barrett,  and  John  K.  Britt.  The  course 
of  study,  as  pursued  at  the  Hampton  Normal  and  Agricultural  Institute,  is  admira- 
bly adapted  for  the  preparation  of  teachers  for  cur  colored  schools,  and  in  my  opinion 
is  fulfilling  its  mission  to  the  satisfaction  of  all  concerned.  So  far  as  the  qualifica- 
tions of  the  teachers  named  are  concerned,  there  is  no  question,  for  a  visit  to  their 
schools  only  convinces  me  of  their  proficiency  for  their  duties  ;  and  I  have  come  to 
regard  it  as  useless  to  examine  any  candidate  for  a  teacher's  certificate  who  can  pro- 
duce the  diploma  from  your  Institute.  Very  respectfully, 

James  T.  Bryant,  Superintendent  Schools,  etc. 

Seven-Mile  Ford,  Va.,  Jan.  13,  1873. 
General  S.  C.  Armstrong  : 

Dear  Sir  :  I  have  been  superintending  schools  here  for  more  than  two  years,  and 
I  have  been  able  to  get  no  teachers  that  have  been  serviceable  to  the  colorod  race,  save 
those  who  have  been  educated  at  Hampton.  I  will  except  one  who  was  educated  at 
New- York.  The  colored  teachers  from  your  school  have  been  well  instructed  in 
all  the  rudimentary  branches  taught  in  our  public  schools ;  in  fact,  better  than 
many  white  teachers  who  are  employed  in  our  schools.  Your  graduates  and 
undergraduates  have  been  properly  trained  in  morals,  etc.,  and  their  influence  is 
perceptible  in  the  schools  where  they  teach.  Joseph  D.  Giles,  James  Ricks,  and 
Stephen  A.  Ricks  did  me  good  service  last  year.  S.  A.  Ricks  is  still  teaching.  I 
wish  I  had  more  of  your  pupils  for  my  colored  schools.  The  negro  race  must  be 
educated  in  the  common  English  branches  if  they  are  to  make  citizens  in  the  govern- 
ment. Our  free  institutions  demand  it.  We  must  have  an  intelligent  citizenship  if 
we  are  to  have  a  happy,  strong,  and  prosperous  government. 
Very  respectfully, 

D.  C.  Miller,  Superintendent  Schools,  Smith  Co. 

The  following  letter  from  Prof.  Joynes,  of  Washington  and  Lee  University,  Vir- 
ginia, is,  although  personal  and  not  intended  for  publication,  inserted  here  as  a 
valuable  part  of  the  cumulative  evidence  offered  in  this  book  of  the  sincere  and  kind 
welcome  extended  by  representative  Southern  men  to  honest  and  earnest  efforts  for 
the  freedmen.  Prof.  Joynes  will,  we  hope,  excuse  the  liberty  taken  with  his  gen- 
erous and  friendly  letter : 


APPENDIX.  165 

Washington  and  Lee  University,  ^ 
Lexington,  Va.,  Jan.  19,  1874.      \ 
Grnkral  S.  C.  Armstrong: 

Dear  Sir  :  I  have  received,  through  my  friend,  Rev.  George  F.  Adams,  your  kind 
invitation  that  I  should  visit  the  Hampton  Normal  School,  and  especially  at  its 
next  commencement.  I  regret  that  it  is  not  in  my  power  to  make  any  positive  ap- 
pointment to  this  effect,  but  I  assure  you  I  shall  lose  no  opportunity  of  visiting 
your  school,  and  expressing  thereby,  personally,  my  deep  interest  in  its  work. 

Permit  me  to  assure  you  that  I  have,  from  the  beginning,  looked  with  deepest 
interest  upon  your  school  and  its  work.  I  think  you  are  engaged  in  an  experiment 
which  has  the  closest  and  profoundest  relation  to  the  great  question  of  the  races  in 
our  country;  and  I  regard  the  work  which  your  school  is  doing  as  more  important 
for  the  colored  race  than  any  political  legislation  whatsoever.  Increased  knowledge 
and  intelligence— the  knowledge  and  intelligence  that  add  value  as  well  as  dignity 
to  labor,  and  increase  as  well  as  justify  the  sentiment  of  personal  self-respect;  the 
experience  that  these  gifts  are  to  be  acqTiired  (for  colored  as  well  as  for  white)  only 
by  effort,  self-sacrifice,  and  personal  worth  ;  and  the  great  lesson  Avhich  you  are 
teaching,  that  the  moral  enfranchisement  and  progress  of  the  colored  race  can  be 
won  only  through  the  colored  race  itself — these  are  truths  that  are  worth  more 
than  any  mere  political  doctrines.  And  your  school  is  teaching  them  by  example 
and  by  precept,  in  a  manner  that  must  make  it  a  centre  of  the  deepest  interest, 
alike  for  all  educators  and  for  all  patriots. 

Permit  me  to  add  that  it  is,  I  believe,  a  sentiment  of  general  and  just  congratu- 
lation among  Virginians,  that  a  work  so  important  and  critical  should  be  in  the 
hands  of  a  man  as  judicious,  as  liberal,  and  as  conservative  as  yourself;  and  that 
our  people  regard  you  with  the  utmost  confidence  and  respect. 

I  regret  once  more  that  I  can  not  now  promise  to  accept  your  invitation,  but  I 
trust  I  shall  at  least  have  the  pleasure  of  meeting  you  at  Norfolk. 

Very  respectfully, 

Edward  S.  Joynes. 

Note  6.  {See  page  56.) 
FINANCIAL   HISTORY  OF   THE  INSTITUTE. 

The  financial  affairs  of  the  Institute  are  in  charge  of  Gen.  J.  F.  B.  Marshall,  who 
has  had  thirty  years  of  active  business  experience,  and  was,  during  the  late  war, 
Paymaster-General  of  the  State  of  Massachusetts.  He  has  given  heavy  bonds  for 
the  faithful  performance  of  his  duty,  and  has  organized  a  thorough  system  of 
accounts  showing  the  precise  financial  condition  of  every  department  of  the  school, 
and  the  debits  and  credits  of  each  student,  which,  though  involving  great  labor, 
has  been  most  satisfactory  to  those  who  have  examined  his  books,  and  justifies  the 
school's  claim  to  a  faithful  stewardship  of  funds  intrusted  to  it. 

His  daily  practical  and  theoretical  instruction  of  students  in  book-keeping  gives 
them  many  of  the  advantages  of  a  Business  College.  The  following  is  an  extract 
from  his  report  as  Treasurer  : 

The  property  comprising  the  Normal  School  premises  was  purchased  by  the 
American  Missionary  Association  in  June,  1867.  It  originally  contained  one  hun- 
dred and  sixty-five  acres  of  land,  of  which  forty  acres  were  in  outlying  lots,  and 
afterward  sold  to  freedmen.  The  cost  of  the  land  was  nineteen  thousand  dollars, 
ten  thousand  of  which  were  appropriated  for  the  purpose  by  the  trustees  of  the 
Avery  Fund,  a  large  bequest  left  by  Mr.  Avery,  of  Pittsburg,  Pa.,  for  the  education 
of  freedmen  in  the  United  States  and  Canada. 

The  uroperty  is  now  owned  and  controlled  by  the  Board  of  Trustees. 


i66 


APPENDIX. 


The  outlays  from  the  beginning,  for  buildings,  furniture,  stock,  implements, 
books,  apparatus,  and  current  expenses,  with  the  exception  of  the  amount  paid  by 
the  students,  have  been  met  from  appropriations  by  the  American  Missionary  As- 
sociation, the  Freedmen's  Bureau,  the  Peabody  Fund,  the  State  Agricultural  Col- 
lege Land  Fund,  and  private  donations  of  friends  of  the  enterprise,  as  shown  by 
the  following  statement  of 

RECEIPTS   AND     EXPENDITURES    OF    THE    HAMPTON'    NORMAL    AND    AGRICULTURAL 
INSTITUTE    FROM    ITS    ORGANIZATION    TO    JUNE    30,    1873. 

Receipts. 

From  American  Missionary  Association,         .                             .         .  $34,600  00 

Societies  and  individuals  through  A.  M.  A.,           .         .         .  21,378  16 

Bureau  of  Refugees,  Freedmen  and  Abandoned  Lands,        .  58,327  89 

Interest  of  Endowment  Fund,      ......  2,244  34 

Interest  of  State  Agricultural  College  Land  Fund,         .         .  7,480  50 

Trustees  of  Peabody  Fund, 3,4°°  °° 

"  Hampton  Students"  (vocalists), 10,971  30 

8,  M     Other  sources,       . 89,623  66 

9.  "     Donations  for  Endowment  Fund,           ....  43,94!   22 

$271,967  27 


Expenditures, 

For  Farm — namely  : 

For  land,  buildings,  and  expenses, 
"    implements,  wagons,  carts,  etc., 
"    stock  :  horses,  mules,  cows,  etc., 
For  subsistence  of  students  and  teachers,     . 
"     school-buildings,      ..... 

"     salaries,  apparatus,  and  current  expenses, 
"     furniture,  ...... 

"     investment  of  Endowment  Fund,    . 


Balance  in  hands  of  Treasurer, 


$27,648  79 

1,533  °9 

3,405  90 

38,394  89 

83,721  59 

61,522  00 

7,726  39 

42,922  20 

$266,934  85 

5,032  42 

$271,967  27 


STATEMENT  OF  THE  REAL  AND  PERSONAL  PROPERTY  BELONGING  TO  THE  HAMPTON 
NORMAL  AND  AGRICULTURAL    INSTITUTE. 


Real  Estate. 

Farm  110  acres,  with  barns,  etc.,  inclosed,  worth  say,* 

School  premises,  say  10  acres,  valued  at     . 

Academic  Hall — class-rooms,  offices,  etc.,  cost  .... 

Teachers'  Home — residence  of  teachers  and  principal,  valued  at 
Griggs  Hall — residence  of  matron,  and  girls'  dormitory,  valued  at 
Barracks — industrial-room,  dining-hall,  dormitories,  etc.,  valued  at 
Butler  School,  occupied  as  county  school  (preparatory), 
Farm-house — residence  of  farm  manager  and  treasurer,  cost 
New  wharf,  cost  ......... 

Virginia  Hall  (unfinished,  to  cost  $75,000)  to  date      .         . 


$25,000  00 
5,000  00 

48,552  97 
5,000  00 
6,000  00 
2,500  00 
3,000  00 

3,975  5o 

916  82 

14,008  12 

$H3,953  41 


*  Not  including  72  acres  purchased  with  the  Land  Scrip  Fund. 


APPENDIX.  167 

Personal  property. 
Farm  stock,  comprising  one  Canadian  stallion, one  pure  Ayrshire  bull,  fif- 
teen cows,  four  farm-horses,  five  mules,  two  yoke  of  oxen,  swine,  and 

poultry, $3-465   9° 

Farm  implements — wagons,  plows,  etc.,       ......        1-533  c9 

Furniture  of  school-rooms,  dormitories,  etc.,  at  appraisal  of  cash  value,      7,72b  39 
Books  and  apparatus.  .         .         .  .  ...         .  •  •       1,040  ^ 

g-office — presses,  type,  etc.,       .......       4.899  58 

$18,665  29 
Endowment  Fund. 
The  Endowment  Fund,  invested  in  First   Mortgage  Bonds,  United   States   Cur- 
rency Bon ds,  stocks  and  shares,  amounts  to  ....  $38,829.75. 
Xote. — Rev.  T.  K.  Fessenden,    Financial   Secretary  of  the  Board  of  Trustees, 
had  paid   in,  up  to  November  15th,  1873,  the  date  of  his   last  quarterly  report,  in 
cash  and  material,  inclusive  of  collections  for  Building  Fund  and  current  expense 
accounts,  $73o°3-s3- 

He  has  secured,  in  addition,  a  large  amount  in  pledges  and  legacies,  not  less  than 
$40,000,  which  will,  in  time,  be  paid  in. 

Note  7.      (See page $-.) 
The  following  extracts  from  the  Catalogue  of  1873-4  are  published  for  the  infor- 
mation of  those  interested  : 

INSTRUCTORS  AND  THEIR  SPECIAL  OR  PRINCIPAL  BRANCHES 
OF    INSTRUCTION. 

S.  C.  Armstrong,  Principal,  Moral  Science  and  Civil  Government. 

J.  F.  B.  Marshall,  Treasurer  and  Acting  Assistant  Principal,  Book-keeping. 

Academic  Department. — John  H.  Larry,  in  charge,  Natural  Science  and  Elocu- 
tion and  Drill ;  Mary  F.  Mackie,  Mathematics  ;  Amelia  Tyler,  Grammar  and 
Composition;  Elizabeth  H.  Brewer,  Ancient  History  and  Physical  Geography; 
Mary  Hungerford,  Reading  and  United  States  History;  Helen  W.  Ludlow, 
English  Literature  ;  Julia  E.  Remington,  Geography  and  Map  Drawing;  Na- 
thalie Lord,  Reading;    M.  C.  KlMBER,  Writing  and  Physiology. 

Musical  Department. — Thomas  P.  Fenner,  in  charge;  Ethie  K.  Fenner,  As- 
sistant. 

Girls'  Industrial  Department. — S.  H.  Fenner,  in  charge. 

Housework  and  Boarding  Department. — SUSAN  P.  Harrold,  Matron;  C.  L. 
Mackie,  Steward  and  Hospital  Department. 

Agricultural  Department. — ALBERT  HOWE,  in  charge. 

George  Dixon,  Lecturer  on  Agriculture. 

Mechanical Depart?nent. — John  H.  Larry,  in  charge. 

Printing-office. — W r.  J.  Butterfield,  in  charge. 

STUDENTS. 
\\  hole  number,  226.     Young  men,  149;   young  women,  77.     Seniors,  27;   Mid- 
dlers,  76  (3  sections);  Juniors,  98(3  sections);  Preparatory,  23;  Post-Graduates,  2. 
Average  age,  18. 

COURSES  OF  STUDY. 
The  courses  of  study  embrace  three  years,  and  include— 


1 68  APPENDIX. 

NORMAL    COURSE. 

Language. — Spelling,   Reading,    Sentence-Making,  English    Grammar,  A. - 
Rhetoric,  Composition,  Elocution. 

Mathematics. — Mental  Arithmetic,  Written  Arithmetic,  Algebra,  Geometry,  Ma- 
thematical Drawing. 

History. — History  of  United  States,  History  of  England — Readings  from  Eng- 
lish writers.      Universal  Plistory. 

Natural  Science. — Geography — Map-drawing,  Physical  Geography,  Natural  His- 
tory, Natural  Philosophy,  Physiology,  Botany. 

Miscellaneous. — Science  of  Civil  Government,  .Moral  Science,  Bible  Lessor.-, 
Drill  in  Teaching,  Principles  of  Business,  Vocal  Training,  Instrumental  Music. 

AGRICULTURAL    COURSE. 

Studies  of  the  Normal  Course  at  discretion.  Lectures  on  the  following  courses  : 
Formation  of  Soils,  Rotation  of  Crops,  Management  of  Stock,  Fruit  Culture,  Cul- 
tivation of  Crops,  Drainage,  Market  Gardening,  Meteorology,  Practical  Instruction 
in  the  Autine  of  Farming  and  Market  Gardening. 

COMMERCIAL    COURSE. 

Studies  of  the  Normal  Course  at  discretion.  Instruction  in  Book-keeping,  Sin- 
gle and  Double  Entry,  in  Business  Letters,  Contracts,  Account  of  Sales,  and  other 
Business  and  Legal  Papers,  and  in  Commercial  Law.  Each  student  is  required  to 
keep  his  account  current  with  the  Institute  in  proper  form. 

MECHANICAL    COURSE. 

Studies  of  the  Normal  Course  at  discretion.  Practical  Instruction  in  the  different 
varieties  of  Sewing- Machines  in  use,  in  household  industries,  and  in  the  following  : 
Penmanship,  Free  Hand  Drawing,  Mechanical  Drawing,  Printing. 

Lectures  are  given  through  the  year  on  Agricultural  topics.  Arrangements  are 
being  made  to  secure  every  year  the  services  of  leading  literary  and  scientific  men 
in  a  Lecture  Course  that  shall  afford  the  highest  order  of  entertainment  and  in- 
struction. 

EXPENSES  AND    LABOR. 

Board,  per  month, $8  oo 

Washing  and  lights,  per  month, I  oo 

Fuel,  per  month, 75 

Use  of"  furniture,  per  month, 25 

$10  CO 

Clothing  and  books  extra,  to  be  paid  for  in  cash. 

Able-bodied  young  men  and  women  over  eighteen  years  of  age  are  expected  to 
pay  half  in  cash  and  half  in  work  ;  that  is,  $5  per  month  in  cash,  and  to  work  out 
the  balance.  Boys  and  girls  of  eighteen  years  and  less  are  required  to  pay  $6  per 
month.  Students  are  held  responsible  for  all  balances  against  them  that  they  may 
not  have  7Vorkedout. 

The  amount  of  profitable  labor  being  limited,  it  is  desired  to  extend  its  ad  van - 
tages  as  far  as  possible;  hence  only  those  who  are  absolutely  unable  to  pay  any 
in  cash  are  allowed  to  work  out  their  whole  expenses.  Young  men  and  wo- 
men, whose  parents  desire  that  they  shall  not  be  taken  out  of  school  to  work,  may, 


APPENDIX.  169 

upon  the  payment  of  $10  per  month,  attend  school  without  interruption,  but  will 
nevertheless  be  required  to  work  on  Saturdays,  at  such  hours  as  may  be  assigned 
them.  Labor  is  required  of  all,  for  purposes  of  discipline  and  instruction.  To 
this  end,  day  scholars  are  expected  to  labor  at  the  rate  of  an  hour  per  day,  at  such 
industries  as  may  be  assigned  them. 

Bills  are  made  out  and  are  payable  at  the  end  of  the  month.  The  regular  cash 
payment  is  to  be  monthly,  in  advance. 

The  regular  annual  tuition  fee  of  the  institution  is  seventy  dollars.  Students  are 
not  required  to  pay  this.  As  the  amount  has  to  be  secured  by  the  Trustees,  by 
solicitation  among  the  friends  of  education,  students  are  called  upon  annually  to 
write  letters  to  their  benefactors. 

DISCIPLINE. 

Courtesy  and  mutual  forbearance  are  expected  of  both  pupils  and  teachers,  as 
indispensable  to  good  discipline. 

Every  student  is  by  enrollment  committed  to  the  discipline  and  regulations  of  the 
school. 

Students  are  subject  to  suspension  or  discharge  for  an  unsatisfactory  course  in 
respect  to  study,  conduct,  or  labor. 

The  use  of  ardent  spirits  and  tobacco  is  prohibited.  Letter-writing  is  subject  to 
regulation. 

The  wardrobes  of  all  students  are  subject  to  inspection  and  regulation  by  the  pro- 
per officers. 

Students  are  subject  to  drill  and  guard  duty.  Obedience  to  the  Commandant 
must  be  implicit.     The  rights  of  students  are  properly  guarded. 

DAILY  ORDER  OF  EXERCISES  AT  THE  H.  N.  AND  A.  INSTITUTE. 
A.  M. — 5.00  Rising  Bell. 

"        5.45   Inspection  of  Men. 

"        6.00  Breakfast. 

u        6.30  Family  Prayers. 

"        8.00  Inspection  of  quarters. 

"        8.30  Opening  of  school.     Roll  Call  and  Exercises. 

"        8.55  to  10.20  Classes  in  Reading,  Natural  Philosophy,  Arithmetic,  Gram- 
mar, Geography,  and  Book-keeping. 

"      10.20  to  10.40  Recess. 

"      10.40  to  12.15    Classes   in   Writing,  Arithmetic,   Grammar,    History,  Al- 
gebra, and  Elocution. 
P.  M.-12. 15  to  1.30  Dinner  and  intermission. 
1.30  Roll  Call. 

"        I.40  to  2.50  Classes  in  Spelling,  Arithmetic,  Grammar,  Geography,   Na- 
tural Philosophy,  History,  Civil'Government,  and  Moral  Science. 

"        4.00  Cadet  Drill. 

"        6.00  Supper. 

"        6.45  Evening  Prayers. 

"        7.15  to  9  Evening  Study  Hours. 

"        9.30  Retiring  Bell. 


1 70  APPENDIX. 

On  Sunday  there  are  morning  religious  services  in  the  Chapel,  conducted  by  the 
Rev.  Richard  Tolman,  formerly  of  Tewksbury,  Mass.,  who  has  pastoral  charge  of 
the  school.  The  Church  is  organized  as  the  "  Bethesda  Church,"  and  has  no  de- 
nominational name  or  connection.  Sunday  afternoon  there  are  Bible-Classes  in  the 
Assembly  Hall,  and  in  the  evening  a  lecture  or  prayer-meeting. 

Note  8.     {See page 30. ,) 

Report  of  the  Committee  of  Visitors  to  the  School  at  its  Commencement,  June 
I2th,  1873: 

By  invitation  of  the  Trustees  of  the  Hampton  Normal  School,  the  undersigned 
attended  the  Commencement  exercises  of  that  institution  on  Thursday,  June  12th, 
1873.  A  detailed  report  might  easily  have  been  provided  for,  but  the  end  contem- 
plated may  perhaps  be  better  served  by  a  general  statement  of  the  impressions 
made  upon  us. 

The  location  of  the  institution  seemed  to  us  every  way  most  felicitous.  The 
scenery  is  of  a  subdued  and  quiet  type,  but  very  charming.  The  historic  associa- 
tions, both  remote  and  recent,  are  suggestive  and  stimulating. 

The  whole  spirit  of  the  institution  is  at  the  widest  possible  remove  from  every 
thing  extravagant  and  fanatical.  The  colored  race  are  not  overrated,  either  moral- 
ly or  intellectually.  On  the  contrary,  their  characteristic  infirmities  are  distinctly 
recognized,  and  diligently  combated.  Consequently  the  immediate  neighbors  of 
the  institution,  and  the  white  people  of  Virginia  generally,  as  they  come  to  under- 
stand the  matter,  are  more  and  more  friendly  from  year  to  year.  Self-interest  of 
course  dictates  the  education  of  a  race  which  has  been  so  suddenly  enfranchised ; 
but  along  with  this  there  is  likewise  a  great  deal  of  the  old  Anglo-Saxon  love  of 
fair  play,  and  the  negroes  admit  they  will  have  themselves  only  to  blame,  if  they 
go  to  the  wall. 

The  institution  is  singularly  happy  in  its  corps  of  instructors.  General  Arm- 
strong has  a  combination  of  qualities  which  fit  him  admirably  for  his  position.  He 
has  great  enthusiasm  and  great  diligence  in  his  work.  The  teachers  under  him  are 
much  above  the  average.  The  recitations  we  heard  gave  proof  of  very  thorough 
and  very  skillful  drilling.  Such  eagerness  for  knowledge,  on  the  part  of  pupils,  we 
never  saw  before.  It  seemed  to  us  like  a  long  thirst  just  beginning  to  be  satisfied. 
The  five  canvas  tents  upon  the  lawn  looked  as  gallant  as  any  tents  ever  did  on  a 
battle-field. 

But  the  institution  has  not  yet  reached  half  its  proper  stature.  The  new  build- 
ing, whose  corner-stone  we  assisted  in  laying,  is  most  urgently  needed.  Men  of 
property  can  make  no  better  use  of  it  than  at  Hampton,  in  strengthening  an  insti- 
tution which,  though  it  may  have  rivals,  as  we  hope  it  may,  is  not  likely  to  be  sur- 
passed by  any  similar  institution  anywhere  in  the  South. 

ROSWELL  D.   HITCHCOCK, 
HENRY  W.   BELLOW'S, 
WILLIAM  I.  BUDINGTON, 

New- York,  January,  1874.  WILLIAM   M.  TAYLOR. 


CABIN  AND  PLANTATION  SONGS, 


AS    SUNG    BY    THE 


HAMPTON    STUDENTS. 


ARRANGED    BY 


THOMAS  P.  FENNER, 


IN    CHARGE    OF    MUSICAL    DEPARTMENT    AT    HAMPTON. 


PREFACE  TO   MUSIC. 


The  slave  music  of  the  South  presents  a  field  for  research  and  study  very  exten- 
sive and  rich,  and  one  which  has  been  scarcely  more  than  entered  upon. 

There  are  evidently,  I  think,  two  legitimate  methods  of  treating  this  music: 
either  to  render  it  in  its  absolute,  rude  simplicity,  or  to  develop  it  without  destroy- 
ing its  original  characteristics ;  the  only  proper  field  for  such  development  being 
in  the  harmony. 

Practical  experience  shows  the  necessity,  in  some  cases,  of  making  compensation 
for  its  loss  in  being  transplanted.  Half  its  effectiveness,  in  its  home,  depends  upon 
accompaniments  which  can  be  carried  away  only  in  memory.  The  inspiration  of 
numbers;  the  overpowering  chorus,  covering  defects  ;  the  swaying  of  the  body ; 
the  rhythmical  stamping  of  the  feet ;  and  all  the  wild  enthusiasm  of  the  negro  camp- 
meeting — these  evidently  can  not  be  transported  to  the  boards  of  a  public  per- 
formance. To  secure  variety  and  do  justice  to  the  music,  I  have,  therefore, 
treated  it  by  both  methods.  The  most  characteristic  of  the  songs  are  left  entirely 
or  nearly  untouched.  On  the  other  hand,  the  improvement  which  a  careful  bring- 
ing out  of  the  various  parts  has  effected  in  such  pieces  as  **  Somed  dese Morniti s" 
"Bright  Sparkles  in  de  Churchyard,''''  "Dust  an'  Ashes,"''  and  "The  Church  ob 
God,''''  which  seemed  especially  susceptible  to  such  development,  suggests  possi- 
bilities of  making  more  than  has  ever  yet  been  made  out  of  this  slave  music. 

Another  obstacle  to  its  rendering  is  the  fact  that  tones  are  frequently  employed 
which  we  have  no  musical  characters  to  represent.  Such,  for  example,  is  that 
which  I  have  indicated  as  nearly  as  possible  by  the  flat  seventh,  in  "  Great  Camp- 
fneetin' ,"  "  Hard  Trials"  and  others.  These  tones  are  variable  in  pitch,  ranging 
through  an  entire  interval  on  different  occasions,  according  to  the  inspiration  of 
the  singer.  They  are  rarely  discordant,  and  often  add  a  charm  to  the  perform- 
ance. It  is  of  course  impossible  to  explain  them  in  words,  and  to  those  who 
wish  to  sing  them,  the  best  advice  is  that  most  useful  in  learning  to  pronounce  a 
foreign  language  :  Study  all  the  rules  you  please  ;  then — go  listen  to  a  native. 

One  reason  for  publishing  this  slave  music  is,  that  it  is  rapidly  passing  away. 
It  may  be  that  this  people  which  has  developed  such  a  wonderful  musical  sense  in 
its  degradation  will,  in  its  maturity,  produce  a  composer  who  could  bring  a  music 
of  the  future  out  of  this  music  of  the  past.  At  present,  however,  the  freedmen  have 
an  unfortunate  inclination  to  despise  it,  as  a  vestige  of  slavery  ;  those  who  learned 
it  in  the  old  time,  when  it  was  the  natural  outpouring  of  their  sorrows  and  long- 
ings, are  dying  off,  and  if  efforts  are  not  made  for  its  preservation,  the  country  will 
soon  have  lost  this  wonderful  music  of  bondage. 

THOMAS   P.   FEXNER. 

Hampton,  Va.,  January  I,  1S74. 

NOTE. — The  melodies  in  this  book,  with  three  exceptions — on  pages  206,  245, 
247 — are  published  here  for  the  first  time,  and  these  exceptions  are  themselves 
original  in  arrangement  and  effect.  The  words  of  the  slave  hymns  are  often 
common  property  through  the  South,  sung  to  different  tunes  in  different  sections  of 
the  country. 


CABIN  AND  PLANTATION  SONGS. 


©ij,  orn  mi)  little  jroul  's  gtoinc  to  jrljinc. 

'•  This  was  rang  by  a  boy  who  was  Bold  down  South  by  bis  master;  and  when  be  parted  from 
bis  mother,  these  were  the  words  he  saug.'' —  J.  H.  Bailey. 


__^ s 


'^=^s==*^Eir=^s==i==-S-S--^ 


1.  I'm  gwine  to     jine   de  great  'so  -  ci  -  a-tion,  I'm  gwine  to  jine  de 

JL       JL         Jt.       JL   •  JL 

BIJ4 ,--  I"         -  -\Tr-f     h    ig^v3 


^-*- 

« — 

-•- 

»-*-!- 

r— *r 

Sr- 



y 

V 

-ir-f- 

1 

7^=S- 

=ph= 

-J- 

=*=£= 

—  #- 

s=s 

=i=] 

great 

"so 

-  ci  -  a 

0 

■  tion,  I'm 

gwine  to 

jine 

de   great 

'so  - 

ci  -  a  - 

tion; 

# T 

",?; 

— 

-! 

^— i — *- 

Efe: 

-#— 

— *-• 

-H-? 

*-M — — 

^ 

0  a 

" 

j 

L    _3 

^   i 

• 

• 

• 

• 

S' 

• 

-G-j  *    -^       -v 

p— »- — 

1 

-V ^— 

i%u      2             d                         S 

s 

n^              s 

fr*           2     •     * 

*  2    •    # 

#           * 

*           c                           *           m            <^> 

°    •    0 

Den      my 

JL      •      JL 

lit  -  tie   soul'  s  g^vine  to    slnnc, 

shine,    Den      mv 

JL      •      JL 

C\'< 

*        »        *           *        m 

j?        I    ...#       •       m 

9-*fe-— •-•— 

:.  C' 

*L     \ 

*         s        H 

A          -• 

<?" 

^    '        • 

?      • 

s        •                     •        • 

:_x_ 


?^i 


lit  -  tie  soul's  gwine  to    shine   a  -  long.  Oh, 


e    _   z. #- 

*J{ — #— » 


X*: 


2  I'm  gwine  to  climb  up  Jacob's  ladder,  Den  my  little  soul,  kc. 

3  I'm  gwine  to  climb  up  higher  and  higher.  Den  my  little  soul,  &c. 

4  I'm  gwine  to  sit  down  at  the  welcome  table,  Den  my  little  soul,  &c. 

5  I'm  gwine  to  feast  off  milk  and  honey,  Den  my  little  soul,  &c. 

G  I'm  gwine  to  tell  God  how-a  you  sarved  me,  Den  my  little  soul,  &e. 
7  I'm  gwine  to  jine  de  big  baptizin',  Den  my  little  soul,  &c. 


174 


HAMPTOX  AXD  ITS  STUDEXTS. 


\tocx,  go  Utng  Hem  13dls. 

"  A  secret  prayer-meeting  song,  sung  by  Thomas  Yess,  a  blacksmith  and  a  slave.  He  especial- 
ly sang  it  when  any  one  confessed  religion.  Thomas  Yess  was  a  man  whose  heart  was  given  to  these 
songs,  for  in  the  neighborhood  where  he  lived,  it  seemed  like  a  prayer-meeting  did  not  go  on  well 
without  him.  I  have  long  since  learned  wherever  he  was  known  what  happiness  he  got  lioni 
them."  J.  M.  Waddy. 

S 


1.    6h  Pe  -  ter,  go  ring  clem  bells,  Piter,  go  ring  dem  bells,  Peter,  go 

^> •  •      r  3        •  *  *,      *        ?, 


^  CTo.  a/fer  Z>.  C. 


ring  dem  bells,  I  heard  from  lieaY-en  to  -  day.     I  -wonder  where  my 
i         ii         i         iiii 


_fc — ^rz=- i_ha # — _« — * — Pz± — L^_ 


S 


i=PS^^^fesF3 


mother      is  gone,     I    won-der  where   my    mother    is     gone,    I 


&* 


-g  g  pg g * 

>  *  bg — o — g 


Z>.C*. 


wonder  where  my  moth-er  is  gone,  I  heard  from  heaY-en    to-day. 
_# — #_jf- r<>  rfi — 0  —* — 0  :  -•— r~ — — * — * — *— r-f-:  t3 

—  g g  — 0 0   0Jr0  _—  0 0 0         0  — p ,' ~^3~~7ZZZL#"     n 


n  '$ 


CAB IX  AXD   PLAXTATIOX  SOXGS. 


175 


\tettx,  50  Ixing  Bern  Hells— Concluded 

CHORUS.  w 


as  E«- 


I  heard  frora  heav-en      to-day,  I  heard  from  heav-c:i  to-day,    I 

— 0 —  0 0 "£" —  # 0 — r0 — •  —  0 — r# 0 , 0 —  #-.  *—  •  —  0  — , 

C|;: —  #— \0 t>- g —  0 0—\-0—-—e — Yf * * — # —  *  t  •—  — •H 

-J--?=^^=-7--^—^-^-W — 5-FS — 5 — g— £— g-Fg^SH 


_\ 


fine-/** 

m 


9i 


thank  God,  and   I  thank  you  too,    I    heard  from  heaven    to 

^     '0    •   •       >       V     ?     P 


day. 
— *  i 


P 

*  Si/ 


2  I  wonder  where  sister  Mary  's  gone — 

I  heard  from  heaven  to-day; 
I  wonder  where  sister  Martha's  gone — 

I  heard  from  heaven  to-day; 
It's  good  news,  and  I  thank  God — 

I  heard  from  heaven  to-day. 
Oh,  Peter,  go  ring  dem  bells — 

I  heard  from  heaven  to-day. 
Cho. — I  heard  from  heaven,  &c. 

3  I  wonder  where  brudder  Moses  gone— 

I  heard  from  heaven  to-day; 
1  wonder  where  brudder  Daniel  \s  gone- 

I  heard  from  heaven  to-day; 
He  's  gone  where  Elijah  has  gone — 

I  heard  from  heaven  to- "ay; 
Oh,  Peter,  go  ring  dem  bells — 

I  heard  fiom  heaven  to-day. 
Cho. — I  heard  from  heaven,  &c. 


176 


HAMPTON  AND  ITS  STUDENTS. 

£&v  ILcrD,  &ijat  a  ifitornmg. 


P#E^pE^E^^^=gE^^^  ~J^E 

1.  My  Lord,  what  a    morning,  My  Lord,  what   a   morn-iug,    My 


^=?Je?e^e=e^ 


0 
V— 


F?^  i  -tr-       V  — p-Hr--b-r-»-rt 


Fine-  /~\ 


Lorcl,  what   a  morn-ing,  When   de  stars    be  -  gin    to      faiL 


< 


-» hT g » » — Ve-^—w ■ \-o .  _  I 


I  y  *x        ~[  |       s . 

I'll                j 

W— *-:^*=-=d-J — j~L-j-.-3=iL- 

=*=-— •— J— ;~i 

You'll  hear  de  trumpet  sound,  To  wake  de      na  -  tions  un  -  der 
You'll  hear  de  sin  -  ner  moan,  To  wake,  &c. 


:h= 


D.C.  a  I  Fin" 


ii^^ipfflPpFp 

ground,  Look   in  ray  God's  right  hand,  When  de  stars  begin  to    fall. 

2  You  '11  hear  de  Christians  shout,  To  wake,  &c. 

Look  in  my  God's  right  hand,  When  de  stars,  kc. 
You  '11  hear  de  angels  sing,  To  wake,  &c, 

Look  in  my  God's  right  hand,  When  de  stars,  kc. 
Cho. — My  Lord,  what  a  morning,  &c. 

3  You  '11  see  my  Jesus  come,  To  wake,  &c. 

Look  in  my  God's  right  hand,  When  de  stars,  &e. 
His  chariot  wheels  roll  round,  To  wake,  &c. 

Look  in  my  God's  right  hand,  When  de  stars,  &c. 
Cho.— My  Lord,  what  a  morning,  &c. 


CABIN  AND  PLANTATION  SONGS. 


i  t 


Kail!  ?&atl!  Kail! 


Children,  hail!  hail!  hail!     I'm    gwine  jine     saints    a-  boye; 

1  m  '  m  J  S 

„ .— * — t i__f       * # *__•_, 


^ 


E=»=J_: 


Hail!    hail!  bail!      I'm 


Fine- 


m 


w 


— #_ 


on      niv      jour  -  ney  home.        Oh, 
■>      't        A-      f *  •        BrlSht 

-y u   


v 


iei 


D.C.al  Serf. 


-N  — 


PlilEiB 


look    up     yan  -  der,  what    I      see,     I'm   on     my  journey  home, 
an  -  gels  com  -  in'      ar  -  ter     me,     I'm   on    my  journey  home. 


as* 


liiglilHHI 


2  If  you  git  dere  before  I  do, 
I'm  on  my  journey  home — 
Look  out  for  me — I'm  comin'  too; 
I'm  on  my  journey  home. 

Cho. — Children,  hail,  &c. 


3  Oh,  hallelujah  to  de  Lamb! 

I'm  on  my  journey  home; 
King  Jesus  died  for  ebry  man, 

I'm  on  my  journey  home. 
Cho.— Children,  hail,  &c. 


173 


HAMPTON  AND  ITS  STUDENTS. 


JLobe  an'  scrbe  ire  3Lort. 


=3- 


S 


^mm 


-3*  * 


m 


.-*-  r 

If      ye  love  God,  serve  Him,  Halle  -  In-  jab,  Praise  ye  de  Lord! 
\$t  Come  go     to   glo  -  ry  with     me, 


gtfc 


,-*— *-rg g— h h #_ C#— 3 


'i— s- 


;«: 


-|~V 


^r 


9:; 


g 


EEJ 


H 


V D — v —    — 25 9  — p— .-  -£-•— j£— ^2T"^ 

*     ■#■     -^-* 

If      ye  love  God,  serve  Him,  Halle-lu  -  jah !  Love  an'serve  de  Lord. 
Come,  go  to  glo  -  ry  with  me. 


{> — »--■,-#—  0 -- 


— }»       a^ *- 


Good  mornin',  brother  trav'ler,  Pray  tell  me  where  you're  bound?  I'm 

D.C.  al  Serf. 

m 


lis 


m 


m 


— #- 


--N- 

~-0— 


0—i-0— » »-. # 

bound  for   Canaan's  hap-py    land,  And   de     en-chant-ed  ground. 

2  Oh,  when  I  was  a  sinner, 

I  liked  my  way  so  well; 
But  when  I  come  to  find  out, 
I  was  on  de  road  to  hell. 
Cho. — I  fleed  to  Jesus — Hallelujah!  &c. 

Oh,  Jesus  received  me,  Hallelujah,  &c. 

3  De  Father,  He  looked  on  de  Son,  and  smiled, 

De  Son,  He  looked  on  me; 
De  Father,  redeemed  my  soul  from  hell; 
An'  de  Son,  He  set  me  free. 
Cho. — I  shouted  Hallelujah!  Hallelujah,  &c. 
I  praised  my  Jesus,  Hallelujah,  &c. 

4  Oh  when  we  all  shall  get  dere, 

Upon  dat-a  heavenly  sho', 
We'll  walk  about  dem-a  golden  streets, 
An'  nebber  part  no  mo'. 
Cho. — No  rebukin'  in  de  churches — Hallelujah, 
Ebery  day  be  Sunday — Hallelujah,  &c. 


CABIX  AXD  PLAXTATIOX  SOXGS. 

jrtoing   loto,  stocct   (Cijariot 


179 


*4 


Oh  swing  low,  sweet  cha  -  ri  -  ot,  Swing  low,  nvt  et  clia  -  ri  -  ot, 

f%       I  .  i  s        I  is 


r* 


i31^ — £ 43V-^ — -ft— «i — ~— :5 


Swing  low,  sweet  cha-ri  -  ot,    I  don't  want  to  leave  me    be  -  hind. 


-€ — € 


; — — fe — f — -fe — * P~~~?~  r1^-— it 


r' 


Oh  de  good  ole  chariot  swing  so  low,  Good  ole  chariot  swing  so  low, 


^\« p       _#__L# #-*-* 0 \0 0 — & 4 * +0 0 1 

3--T-;— Hfr-^r  i   li'   "  £-f-*  •  *  ?  I1'  i*— p 


D.C. 


Oh   de  good  ole  chariot  swing  so  low,  I  don't  want  to  leave  me  behind. 


-0-T0 


£}• ; — 9-^-0-T» — »»-*-* ~T*~ 


-^=1^1-*- 


2  Oh  de  good  ole  chariot  will  take  us  all  home, 

I  don't  want  to  leave  me  behind. 
Cno. — Oh  swing  low,  sweet  chariot,  &c. 


180 


HAMPTON  AXD  ITS  STUDENTS. 


i&fi  iJretJjeren,  iron't  get  Maearjj. 


My    breth-er  -  en,    dou't       get    wea  -    ry, 


m 


- 


wm 


An  -  gels  brought  de 

y  — 


Id. 


)on't  get  wea-ry,     Im  bunt-ing      for    a 

«— ^-g— pit — g: g— pa — g-.i-tf — «_i  g_« 

#—  -—  0 1# #- ^  — 1> r-. h h i"# * 


2,1. 


H 


$S~'~ 


ti- ding  down;  Don't  get  wea-ry,     Im  bunt-ing      for    a    home,  home 

e .  f-  ,g  » f  »  g- '  -g-  g-  /•_ . .r 


s 


5 


b — t? — P 


You'd  bat-ter     be 

|EEEEE=EE=E 


a     pray  -  ing, 


I       do     love 


de     Lord;   For 


m 


n 


:£*= 


i    1«<  1 2d  d.c. 

illpifilii 


judg-ment    day      is     a      com-ing. 


2* 


do  love       de     Lord.  Lord. 

F 


sililS 


2  Oh  whar  you  runnin',  sinner  ? 

I  do  love  de  Lord — 
De  judgment  day  is  a  comin' ! 
I  do  love  de  Lord. 
Cho. — My  bretheren,  &c. 

3  You'll  see  de  world  on  fire! 

I  do  love  de  Lord — 
You'll  see  de  element  a  meltin' 


I  do  love  de  Lord. 
Cho. — My  bretheren,  &c. 
4  You'll  see  de  moon  a  bleedin'; 
I  do  love  de  Lord — 
You'll  see  the  stars  a  fallin'; 
I  do  love  de  Lord. 
Cho. — My  bretheren,  &c. 


CABIN  AND  PLANTATION  SONGS. 

ftobotJj)  fcnokos  tie  trouble  jpbe  JSecn. 


181 


(  This  song  was  a  favorite  in  the  Sea  Islands.  Oiice  when  there  had  been  a  good  deal  of  ill 
feeling  excited,  and  trouble  Mas  apprehended,  owing  to  the  nncertaiu  action  of  tne  Government 
in  regard  to  the  confiscated  lands  on  the  Sea  Islands,  Gen.  Howard  was  called  upon  to  address  the 
colored  people  earnestly.  To  prepare  them  to  listen,  he  asked  them  to  sing.  Immediately  an  old 
woman  on  the  outskirts  of  the  meeting  began  "  Nobody  knows  the  trouble  I've  seen,"  and  the 
whole  audience  joined  in.  The  General  was  so  affected  by  the  plaintive  melody,  that  he  found  it 
difficult  to  maintain  his  official  dignity.) 


SIP* 


■-*-—- 


~-# ~4r 


Ob,  no  -  bod  -  y  knows   de  trou-ble  I've  seen,  ]So  -  bod  -  y  knows   but 


i 


jTt»e.rr\ 


FK. jw    «+«     >      «       r-    33 — i P— To — • — 9 — 9— 

i.^_pfc — j_ — i — i — i — rf    ;;~T    ■     1      j — — * — 

—w —  9 — # 9 — 9- -• — 9 —  p~*~9 — p — &' —  * — * — * 

u   i  i    \ 

Fit 

zzzznzzz±zgrazzz;~giTzzg#zi^_-_'g~*~T~^~ig:'  ::<czfciz:is/— »—  •  J 
Je  -  sus,    Nobod  -  y  knows   de   trouble  I've  seen.  Glory  Hal-le  -  lu  -jab! 

I  ,  N    J__   S    J    .       9S      ■+'   -f-    -9-       -&:     +~'-9-     g     **-       J      J 

9 9 — 9 9 — 9~»       9—    -0- '-0-~)p-~pr-^r-~s — ; 1 & — 9—^ 


^M 


d^=&iBE] 


Some-times     I'm      up,  sometimes     I'm  down;     Oil,       yes,     Lord; 
Al  -  tbougb  you      see     me     goin'  long     so,        Ob,       yes,     Lord; 


-&-_ 

&- 


mm 


T 

C.  al  Tine. 


Some  -  times   I'm 
I  bave     my 


al  -  most     to 
tri  -   als    bere 


J.— -IF 

de   groun  ,  On,      yes, 


be 


low,     Oh,      yes, 

22_ 

■f9- 


Lord. 
Loid. 


E^I 


2  One  day  when  I  was  walkin'  along,  Ob  yes,  Lord — 
De  element  opened,  an'  de  Love  came  down,  Ob  yes, 
I  never  shall  forget  dat  day,  Oh  yes,  kc. 
When  Jesus  washed  my  sins  away,  Oh  yes,  &c. 

Cho. — Oh,  nobody  knows  de  trouble  I've  seen,  &c. 


&c, 


182 


CHORUS. 


HAMPTOX  AXD  ITS  STUDENTS. 

Vxt\ss  He  3LanH. 


Way         o     - 

4L          JL 

ver     Jtr  - 

dan,     Go         view 

de      heavenly    land. 
S         S        fc    - 

c\»%_ 

| 

#            9         |         0 

i           •'! 

9<%— f — •— 

0       t* 

m          m 

\J. 

# : 

0             0          \         S 

• 

U 

-,—£:_ 

*        V 

0         0 

.  1 

Zjr 


lE=EEZ-=ZZf 
3bB— V    ,lZ± 


l^=z±~l 


I'm      born       of  God,    I  know   I 
I     want  to  go  to  heaven  when  I 


am:  View 
die;  Yiew 


de  land,  Yiew 
de  land,  Yiew 


-a- 


zr. 


s — - — —i 


,       *       -V ^ y__ C 


And  you  de  ■ 
To  shout  sal 


va- 


it, 
tion 


vou  can, 
I      ny, 


Go  view 
Go  view 


T7- 
EE 


li 


de  heav'nly 

de  heav'nlv 

S       N 

-0 0 0— 


de   land: 
de   land: 

2>.  C. 

land, 
land. 


Ell] 


2  What  kind  o'  shoes  is  dem-a  you  wear  ?  Yiew  de  land,  <fcc. 
Dat  you  can  walk  upon  de  air?  Go  view,  Arc. 

Deni  shoes  I  wear  am  de  gospel  shoes;  Yiew  de  land,  &c. 
An'  you  can  wear  dem  ef-a  you  choose;  Go  view,  &c. — Cho. 

3  Der'  is  a  tree  in  Paradise;  Yiew  de  land,  &e. 

De  Christian  he  call  it  de  tree  ob  life;  Go  view,  &c. 

I  spects  to  eat  de  fruit  right  off  o'  dat  tree;  Yiew  de  land,  &c, 

El  busy  old  Satan  will  let-a  me  ba:  Go  view,  &c.—Cho. 

4  You  say  yer  Jesus  set-a  you  free:  Yiew  de  land.  Sec. 
Why  don't  you  let-a  your  neighbor  be  ?  Go  view.  A*c. 
You  say  you're  aiming  for  de  sk;'e^:  Yiew  de  land.  «tc. 
Why  don't  you  stop-a  your  tt-liing  lies;  Go  view,  &e. — Ch*. 


CHOIi  VS. 


CABIN  AND  PLANTATION  SONGS. 

&1)c  Banbille  (Elmriot. 


183 


c — & 


Oh  swing  low,  sweet cha-riot,  Pray  let  me  enter    in,     I  don'wai 

&m= 4E=rS|i    i   r^rTi  i  -  r&tr-r 


H[|i^SlEi^^l=g 


4> 

stay  here    no  long  -  er.      I  done  been  to  heaven,  an'     I  done  been  tried,  I 
Oh  down  to    de         wa    -     ter      I      was  led,  my 


§5 


mm 


I),  c. 


<SZ 


wm 


been  to   de  water,  an'  I  been  baptized,    I  don' want  to  stay  here  no  longer, 
soul     got      ted     with  de  heav'nly  bread,  I  don'  want  to  stay  here  no  longer. 

0 m *a_j£l_  Q to 9- 


0-A0—&—0-\——l o-\  &±&-'.\\ 


2  I  had  a  little  book,  an  I  read  it  through, 
I  got  my  Jesus  as  well  as  you; 

I  don'  want  to  stay  here  no  longer; 
Oh  I  got  a  mother  in  de  promised  land, 
I  hope  my  mother  will  feed  dem  lambs; 

I  don'  want  to  stay  here  no  longer. 
Cho.  — Oh  swing  low,  sweet  chariot,  &c. 

3  Oh,  some  go  to  church  for  to  holler  an'  shout, 
Before  six  months  dey're  all  turned  out; 

I  don'  wane  to  stay  here  no  longer. 
Oh,  some  go  to  church  for  to  laugh  an'  talk, 
But  dey  knows  nothin'  bout  dat  Christian  walk; 

I  don'  want  to  stay  here  no  longer. 
Cho. — Oh,  swdng  low,  sweet  chariot,  &c. 

4  Oh  shout,  shout,  de  deb'l  is  about; 
Oh  shut  your  do'  an'  keep  him  out; 

I  don'  want  to  stay  here  no  longer. 
For  he  is  so  much-a  like-a  snaky  in  de  grass, 
Ef  you  don'  mind  he  will  get  you  at  las', 

I  don'  want  to  stay  here  no  longer. 
Cho. — Oh,  swing  low,  sweet  chariot,  &c. 


ISA 


HAMPTOX  AXD  ITS  STUDENTS. 

J5f  vt  toant  to  see  Jesus. 


••  My  father  sang  this  hymn,  and  said  he  knew  a  time  when  a  great  many  slaves  were  all  wed 
to  have  a  revival  for  two  days,  while  their  masters  and  their  families  had  one  ;   and  a  great  many 
profeased  religion.     And  one  poor,  ignorant  man,  professed  religion,  and  praised  God,  and  sang 
this  hvmn." 
XL* I S-  4 fe | [    m  _       J 


—r-tf — #-.-»--»-.-# -3^ — 9~z — ; ri 


*I 


^—9     -)-^r 


El  ye  want  to  £:ee      Je   -    sus,  Go   in      de    wilderness,  Go  in      de 

tL-^L     ±     JL   +^.    tL*     ± 

— w i --r 1 -— ,- » — & • — r  9  —  0—&—1 


■w — ,  w  —  w — 1* — j 1 


m 


s    s 


:*=:s 


bSzz&zz 


-5=^ 


-.-r-«-*-g- 


wil  -  der-ness,  Go  in     the   wilderness,      Ef  ye  want  to   see    Je   -  sus, 


jo.     jl  jsl 

-Sy -_ 


^em 


gs 


L#— •— i 


§i-g 


izzp 


r~22I 


ord 


JLZP~gZ£Zj?l3 


Go    in     de     wilderness     Lean-  in'    on      de  Lord.  On,  brother  how  d'ye 
tf     ,c       *  lJ.  ,  I      felt        so 


t>    T~' 


— ha — & 9 — Iw 

99—  9— \-0 <y 0—  -*- W Z?  '  \* 

0 9Z3. L# # £, — L_ 


;ee 


95& 


feel,  when  ye  come  out     da     wil  -  der-ness,  come  c  ut  de     wil  -  der-ness, 
happy  when  I  come  out     de    wil  -  der-ness,  come  out  de     w'l  -  der-ness, 

±     ±     ±     -fl. 

m — ?—?■ 


:m lb s_ *_Li 


Pzfc 


S* 


N    _J 5fc. 


^=^3EF^g^p=^E! 


come  out       de    wil- der-ness.     Oh  brud-der,  how  d'ye  feel     when  ye 
oome  out       de    wil  -  dor-ness.       I      felt  so  happy  when  I 

M.      jU.         JL       JL  -        ^. 


ISiN 


-0 — 0 — 1 


ill 


CABIX  AXD  PLAXTAT10X  SOXGS.  185 

Hzt  ijc  toant  to  sec  Jesus.— Concluded. 


■¥#=-*=% 


Sj;_^4^^ 


m 


come  out     de    wil  -  der-ness,  Lean-  in'      on     de  Lord.     Ob   lean  -  in' 
come  out     de     wil  -  der-ness,  Lean-  in'      on      de  Lord. 


9-tf 


> — y& — o — v*. 


^ 


I        I        it 


i^ 


=i 


on       de       Lord,        Lean  -  in'     on        de   Lord,     Oh      lean  -  in'  up   - 


±±L2~ 


I —     -&-    —    -&-    -^~ 
b    1        V  ~~Ysr 


<S"& 


%==*m 


n_   l  • 

1             , 

<cs 

v      y  b               *        i        **  • 

•  i 

fa?-^-^ t^-Hi — £  »  |,g » *-[-* 4-  H- 

^ ^ 1 

-    on        de 

!      ^ 
Bz2  p 

Lamb  of      ( 

0 «*-*- 

0 a — 

3rod,    who    was 

i 

slain    on 

Cal    -  va  -    ry. 

-^    ri_U/ 

1 . 

02 * *_ 

—i* 1 

I  shouted  Hallelujah,  when  I  come  out  de  wilderness — 

Leanin'  on  de  Lord  ; 
I  heard  de  angels  singin',  when  I  come  out  de  wilderness — 

Leanin'  on  de  Lord  ; 
I  heard  de  harps  a  harpin, '  when  1  come  out  de  wilderness — 

Leanin'  on  de  Lord. 
Cho. — Oh,  leanin'  on  de  Lord. 

I  heard  de  angels  moanin',  when  I  come  out  de  wilderness — 

Leanin'  on  de  Lord  ; 
I  heard  de  dob'l  howlin',  when  I  come  out  de  wilderness — 

Leanin'  on  de  Lord  ; 
I  gib  de  deb'l  a  battle,  when  I  come  out  de  wilderness — 

Leanin'  on  de  Lord. 
Cho. — Oh,  leanin'  on  de  Lord. 


186 


UAMPTOX  AXD  ITS  STUDEXTS. 


©1),  Pes. 

Oh,  yes !  Oh,    yes!     I      tell    ve,  breth-er  -  eu.     a      mor-tal      fac', 

-0-  . 

# r* 0- 


R:--2— »—-«-f — — 
^-?4 *— £* — — 


v    S    s    s 


^3— z^_rf==^:z^=^v^.^r=:  t«=±W:iz 

^te — * — 9 — r« — »— 1 .»— y-h  1 — 

./  i     ,#     i        •(  —  - 

Oh,  yes!     Oh,  yes  !    Efyen 


^*_ 


Oh,  yes!     Oh,  yes  !     Ef  ye  want  to  get  to  heab'n,  don't  nebber  look  back, 


1 


-6 1 — 


S_^     S     V     V       N 


Ob,  yes!  Oh,  yes  ! 


Oh,  yes  !     Oh,  yes  !      I     want  to  know-a  before     I      go,       Ob,  yes!  Oh,  yes  ! 
Ebber  since  I  hab-a  been  newly   born. 


0 rm #_ 


■ 


Oh,  ye^S  Oh,  yes! 

Ejf" — p       # # 


Tea,  whether     you      love  -  a      de  Lord     or      no,  Oh,  yes!  Oh,  yes! 

I        love        for     to    see  -  a  God's  work  go     on, 


# — w h 


*  *J  Jt 


'-'.-0-f-rm— — v— ~» — i  #       9 — w~ — r- f— y-T — a — -*—  h» — » * — » — I 


Oh,  wait    till      I     put     on   my  robe,  wait    till      I    put     on      my  robe, 


9: 


K 


-#-v 

-#-- — 0 #- 


# — » 0 m- 

JEEEJEEE 


■- »— F* — * — ?— • — 


\   '"  *  ' 


CABIN  AXD  PLAXTATIOX  SOXGS. 


1ST 


©I),  Pc^.— Concluded. 


Wait       till      I       put      on        my    robe,      Ob,      yes!  Oh,       yes! 


m^ 


g^HH 


2. 

Ef  eber  I  land  on  de  oder  sho',  Oh,  yes, 
I'll  nebber  come  here  for  to  sing  no  mo', 

Oh.  yes; 
A  golden  band  all  round  my  waist, 
An'  de  palms  ob  vic-a-try  in-a  my  hand, 
An'  de  golden  slippers  on  to  my  feet, 
Gwine  to  walk  up  an'  down  o'  dem  golden 

street. 
Cho  —  Oh,  wait  till  I  put  on  my  robe. 


An'  my  lovely  bretherin,  dat  aint  all,  Oh, 

yes, 
I'm  not  done  a  talkin'  about  my  Lord; 
An'  a  golden  crown  a-placed  on  a-my  head. 
An'  my  long  white  robe  a-come-a-dazzlin' 

down, 
Now  wait  till  I  get  on  my  gospel  shoes, 
Gwme  to  walk  about  de  heabenan'  a-car- 

ry  de  news. 
Cho.  — Oh,  wait  till  I  put  on  my  robe. 

4. 
I'm  anchored  in  Christ,  Christ  anchored 

in  me,  Oh,  yes,  &c, 
All  de  deb'ls  in  hell  can't-a-pluck  a-me 

out; 
An'  I  wonder  what  Satan  's  grumbulin' 

about, 
He's  bound  into  hell,  an'  he  can't  git  out. 
But  he  shall  be  loose  an'  hab  his  sway, 
Yea  at  de  great  resurrection  day. 
Cho.— Oh,  wait  till  I  put  on  my  robe. 

Verses,  some  of  which  are  often  added  as 
encores. 


I  went  down  de  hill  side 
prayer,  Oh,  yes, 


to  make  a-one 


An'  when  I  got  dere,  old  Satan  was  dere, 

Oh,  yes, 
An'  what  do  ye   t'ink  he    said  to  me? 

Oh,  yes, 
Said,  "Off  from  here  you'd  better  be." 

Oh,  yes; 
An'  what  for  to  do,  I  did  not  know,  Oh, 

yes, 
But  I  fell  on  my  knees,  an'  I  cried,  Oh, 

Lord,  Oh,  yes, 
Now  my  Jesus  bein'  so  good  an'  kind, 
Yea,  to  de  with-er-ed,  halt  an'  blind; 
My  Jesus  lowered  his  mercy  down, 
An'  snatch-a-me  from  a-dem  doors  ob  hell, 
He  snatch-a-me  from  dem  doors  ob  hell, 
An'  took-a  me  in  a-wid  him  to  dwell. 
Cho.— Oh,  wait  till  I  put  on  my  robe. 


I  was  in  de  church  an'  prayin'  loud, 
An'  on  my  knees  to  my  Jesus  bowed, 
Ole  Satan  tole  me  to  my  face, 
"  111  git  you  when-a-you  leave  displace;' 
Oh,  brother,  dat  scare  me  to  my  heart, 
I  was  'fraid  to  walk  a-when  it  was  dark. 
Cho. — Oh,  wait  till  I  get  on  my  robe. 


I  started  home,  but  I  did  pray, 

An'  I  met  ole  Satan  on  de  way ; 

Ole  Satan  made  a-one  grab  at  me, 

But  he  missed  my  soul,  an'  I  went  free. 

My  sins  went  a-lumberin'  down  to  hell, 

An'  my  soul  went  a-leapin'  up  Zion's  hill; 

I  tell  ye  what,  bretherin,  you'd  better  not 

laugh, 
Ole  Satan  11  run  you  down  his  path; 
If  he  runs  you,  as  he  run  me, 
You'll  be  glad  to  fall  upon  your  knee, 
Cho.— Oh,  wait  till  I  put  on  my  robe. 


_  ?b 


HAMPTON  AND  ITS  STUDENTS. 

i£un,  ittarg,  $&un. 


|i=ppri?=pJ 


— i- 
s5 


3EIV 


Run,  Ma 


run,  Run,  Ma 


ry,  run,    Oh,  run,  Ma  -  ry,  run, 


.IT Li_ 


-P-LP 


:c 


iH 


Q 

;/K — fv — ^ — ^ — n — c — *4--> — k — — : 

— &-. N N 1 — 

Ps 

know    de    od  -  er  worl'  'm    not  l?ke  dis. 

-#a          #          #          # 

Fire    in       de      east, 
Jordan's  rib  -  er        is 

an' 
a 

R: — d  .   f    f     *    .$     a- 

-$      £    d    . 

■    «■    -■  - 



->/           ^    >    r    0    * 

J      '    V       6       ^       J       y 

!  ■      ^ 

y        *      *      y      y,      ^ 

1"      ^            ss, 

>- 


fire 
rib 


V 

de  west,  I 
to  cross,  I 


V 

know 
know 
S 


m 


i 

de 

de 

-ft- 

I1Z 


od  -  cr 
od  -  er 


won    m     not 
worl'  m     not 


like 
like 


dis, 
dis, 


M^g^ 


D.C.  a?  jFtne. 


-A- 


1/     ^    ^    ' 


Bound   to  burn  de  wil-der-ness,    I  know  de  od  - 
Stretch  your  rod  an'  come  a  -  cross,  I  know,  &c. 

S       S       N     S 


er  worl'  rn  not  like  dis. 


I 


m 

I  know, 


lll^gl 


2  Swing  low,  chariot,  into  de  east, 
Let  God's  children  hab  some  peace ;  I  know,  &c. 
Swing  low,  chariot,  into  de  west;  I  know,  &c. 

Let  God's  children  hab  some  rest;  I  know,  &c. — Cho. 

3  Swing  low,  chariot,  into  de  north:  I  know,  &c. 
Gib  me  de  gold  widout  de  dross:  I  know,  «fcc. 
Swing  low,  chariot,  into  de  south ;  I  know,  &c. 

Let  God's  children  sing  and  shout;  I  know,  &c. — Cho. 

4  Ef  dis  day  war  judgment  day,  I  know,  &c. 
Ebery  sinuer  would  want  to  pray;  I  know,  &c. 

Dat  trouble  it  come  like  a  gloomy  cloud;  I  know,  &c. 
Gader  tick,  an'  tunder  loud;  I  know,  &c— Cho. 


CABIN  AND  PLANTATION  SONGS 


18* 


Helisum  is  a  ^fortune. 


$ 


s    -h 


^liSss^E 


i — tat 


rf~* 1 


Oh,    re-lig-iou    is      a  fortune,     I      ra  -  ly      do    be-lieve,     Oh, 

4L      M.       JL       JL  . 


S^E 


frnhH±SH-+— i 


>rtune,    I      ra  -  ly   do    believe,  ( 

iiiiligiiii 


-p — 


iip 


ligion    is      a    fortune,    I      ra  -  lv   do    believe,  Oh,    re  -  li-gion  is    a 


'fr-\ 


I 


for-tune, 


fe 


I      ra  -  ly     do      be-lieve,  Whar  sab-baths  have    no      end. 

4—       J—       4—  -#.  -fi-  -*■  -*-  -*- 


p 


iplp 


e— y- 


«—- ; 


Whar  ye  been,  poor  mourner,  whar  ye  been  so  long;  Been    low  down  in     de 
S  •       \  s  Dal  Sen'S. 


m 


•fc 


val  -  ley      for        to    pray,     An'     I 


Alto  take^B  <Sr  A  / 

aint    done  pray  -  ing    yet. 


2  Gwine  to  sit  down  in  de  kingdom,  I  raly  do  believe,  Whar  Sabbaths,  &c, 
Gwine  to  walk  about  in  Zion,  I  raly  do  believe,  Whar  Sabbaths,  &c. 

Duo. — Whar  ye  ben  young  convert,  &c. 

3  Gwine  to  see  my  sister  Mary,  I  raly  do  believe,  Whar  Sabbaths,  &c. 
Gwine  to  see  my  brudder  Jonah,  I  raly  do  believe. 

Duo. — Whar  ye  ben  good  Christian,  &c. 

4  Gwine  to  talk-a  wid  de  angels,  I  raly  do  believe,  Whar  Sabbaths,  &c, 
Gwine  to  see  my  massa  Jesus,  I  raly  do  believe,  Whar  Sabbaths,  &c. 


190 


HAMPTON  AND  ITS  STUDENTS. 

Some  o'  fccse  fHornin's, 


^ ^-|"#-y-^-H ^ g 

:     Hraf-y-y-g--iB     J     fj_ 

r 1 0—0 — a — tf_ 


fc=£=d=, 


r-V 


J=J-« 


Gwine    to    see  my  moth-er    some   o'  dese  mornin's,  see  my  moth-er 
Oh,     sittin'  in  de  kingdom  some  o'  dese  mornin's,  sittin  in  de  kingdom 


nzrmzrz 


T\ 


# — 0 — a. — 0 — i—0 — 0-  • — 0 — 0- 


*=i==: 


some  o'  dese  mornin's,  See    my   moth-er,    some      o'   dese  morn  -  in's, 
some   o'  dese  mornin's,  Sittin'  in  de  kingdom,  some  o'  dese  morn  -  in's, 


ifeis 


giU 


:s=l 


m 


Look  a  -way 


in  de  heav-en, 


Look  a  - 

S     N 


__C iL_£ Lm_  • #-i^_L^__^...#_.] 0 1 


Look  a-way  in  de  heaven, 


m 


-H— N 


i ! K- 


T'T- 


:;fa:z^=± 


r?- 


1& 


Look  a-way 


in  de  heav-en, ....  Look  a  - 

N    N    J      N     N 


w~i  w  — r» — iT»-irS- 


Hope  I'll  jine    de  band. 
Hope  I'll  jine    de   band. 


Look  a  -way  in  de  heaven, 
Look  away  in  de  heaven, 


r~W 


fct 


■?— g- 


CAB IX  AND  PLANTATION  SONGS. 


191 


jBome  o'  Trese  §3L$x\\\\\9&— Continued. 

-    way  in    de  heav  -  en, ... .     Look  a  -  way  in     de 


$& 


way 


II 


.b* 


5  fc;1 


:A^- 


Look    a  -way    in  dc  heaven, 


in     de 


zfitS 


m 


:*—-*: 


s 


-J-T-* 


in     de  heav  -  en ... .  Look    a  -  way 


^ 

-#-.-*- 


in    de 


P- 


^E^£Egj 


Look    a  -way    in  de  heaven, 
Look   a-way  in    de  heav-en, 


in     de 
Look    a-way  in     de 


yjty  r  r  HITf    f  Jig: 


i?=^zzi=E— E 


heaven,  Lord,  Hope  I'll  jine  de  band, 

<gH #__, ^-qiL-p- p-T 

heav-en,  Lord,  Hope  I'll  jine  de   band, 

Look  away, 

a^ ■  iN  *  u 


Look  a-way 

\  I 

VI    "    • 


-p — K.- 


in  de 

1 


Look  a 


§s 


heav  -  en,  Lord,  Hope  I'll  jine    de  band, 

.  _=^J fc_  J ! S_ !_ 


Look  a  -way 


in  de 


v    s 


-g — r- — r — v 


heav  -  en,  Lord,  Hope  I'll  jine  de  band, 
heav  -  en,  Lord,  Hope  I'll  jine  de   band, 


Look  a  - 
Look  awav  in  de 


: — p: 


-»  •  *  -#— *-•- 


T-b-^:f=-b-^- 


192 


HAMPTON  AND  ITS  STUDENTS. 


'  j£ome  o1  ttese  JEorain's.— Concluded. 

heav  -  en,  Look  a  -  way  in    de    hea  -  ven,        Look    a  - 


way     in  deheav-en. 


Look   a -way    in   de  heaven, 
Look  a-way Look  a-way . . . . 

_£      *     '^  s,    I  h      ft    I 


-M— 


heav  -  en, ... .    Look  a  -  way 
heaven, Look  a-way 


in    de   heav-en,  Look  a  - 

in    de  heaven.  Look  a-way 


way    in  deheav-en 
heav-en, 

-0 


Look   a  -way    in  de  heav-en, 
Look  a  -way  in    de  heaven, 


2  Gwine  to  see  my  brother  some  o'  dese  mornin's; 
Oh,  shouting  in  de  heaven  some  o'  dese  mornin's, 

Hope  I'll  jine-de  band.        Cho. — Look  away. 

3  Gwine  to  walk  about  in  Zion,  some  o'  dese  mornin's, 
Gwine  to  talk-a  with  de  angels  some  o'dese  mornin's, 

Hope  I'll  jine  de  band.         Cho. — Look  away. 

4  Gwine  to  talk  de  trouble  ober  some  o'  dese  mornin's, 
Gwine  to  see  my  Jesus  some  o*  dese  mornin's, 

Hope  I'll  jine  de  band.         Cho.  — Look  away. 


CABIX  AND  PLANTATION  SONGS. 

ittg  Horn  Ueliberetr  Daniel. 


~tl  :-pi— I- ^-:=^-fe|:" 


193 


#-  - 


Lord  de  -  lib-ered   Dan  -  iel,  My  Lord  Je-lib-ered  Dan  -  iel.     My 
m       ■*•   *  +      mm.      +"     -&•      .       *•  '  •*-      m     m  *   *     •&•        * 

— , 0 —  v — :_p 0 — 0-±J--0  —  £, —  0—^0-1-0 0-  0.'-- 


.* L 


'X-JzzhU 


±=± 


Fin*. 


t 


•    9 


Lord     de  -  lib-ered    Dan  -  iel:  Why  can't     he       de  -    lib   -  er 


—  -»-        *         m    .      —        — 

\*zzzmzzLZ^  —  *zzz*z±7-UiZZZZ&       i. 


— ^ — P  T-4— ^ 

—  9 ,-vLS?-.— 

er        ii 


0- 


m 


j_j  ;  x  /f^sa 


_ — _^ — w w —  9—w- 

I    met     a  pil-grim   on  de  way.  An'  I    ask  him  whar  he's  a  gwine.  I'm 

tL  *.D.C. 


p=^^i=ii 


# —    » 9 9 9~ 

bound  for  Canaan's  hap  -  py  Ian",  An'   dis  is  de  shout-ing  band. 


Go  on! 


2. 

Some  say  dat  John  de  Baptist 

Was  nothing  but  a  Jew, 
But  de  Bible  doth  inform  us 

Dat  he  was  a  preacher,  too; 
Yes,  he  was ! 

Cho.— My  Lord  delibeied  Daniel. 


Oh,  Daniel  cast  in  de  lions  den, 
He  pray  both  night  an'  day, 

De  angel  came  from  Galilee, 
An'  lock  de  lions'  jaw. 

Dat's  so. 
Cho. — My  Lord  delibered  Daniel. 


He  delibered  Daniel  from  de  lions'  den, 

Jonah  from  de  belly  ob  de  whale, 
And  de  Hebrew  children  from  de  fiery 
furnace, 
And  why  not  ebery  man  ? 

Oh,  yes! 
Cho. — My  Lord  delibered  Daniel. 

5. 

De  richest  man  dat  eber  I  saw 
Was  de  one  dat  beg  de  most, 

His  soul  was  filled  wid  Jesus, 
And  wid  de  Holy  Ghost. 
Yes  it  was! 

Cho. — My  Lord  delibered  DanieL 


19* 


IIAMPTOX  AXD  ITS  STUDENTS. 

©I),  toasn'f  Mt  a  toifce  Ktfccr. 


CHO. 


Oh,  wasn't  dat  a     wide     rib  -  cr, 


Rib 


ob      Jor 


s 


— #■ 
dan,  Lord 


^T^?i"=^=5Z^f=?Elirzzr?r^;:Ir?: 


eg 


is/. 


2c7. 


g~r~» < 

Dere's  one    more  rib  -  er 


S^lililH 


fr==^z^=Jy=r. 


to  cross; 


-v k 


Oh,    you  got    Je  -  sus,  hold  him   fast. 
'Tis   stronger  dan  an       i  -  ron    band 


One  more  nb-er      to   cross, 
One  more  rib-er     to   cross, 


V 

1st.    /-s  2d. 


— s — s 


— S- 


0 — 0 
0—  0 


Oh,  bet-ter  love  was  neb-ber     told, 
'Tis  sweeter  dan   clat   hon-ey     comb, 


One  more  rib-er 
One  more  rib-er 


m 


to  cross, 
to  cross. 


B.C. 


^  —  0  —  I —  * *--  »-\ --.Tr-*-n 

.IlT^ * i>  _: l/—  P :.IC IJ 


Oh,  de  good  ole  chariot  passing  by, 

One  more  riber  to  cross, 
She  jarred  de  earth  an'  shook  de  sky, 

One  mere,  &c, 
I  pray,  good  Lord,  shall  I  be  one? 

One  more,  &c. , 
To  get  up  in  de  chariot,  trabbel  on, 

One  more,  &c. 
Ceo.  —Oh,  wasn't  dat  a  wide  riber  ?  &c. 
3. 
We're  told  dat  de  fore-wheel  run  by  love, 

Oue  more,  &c, 
We're  told  dat  de  hind  wheel  run  by  faith. 

One  more.  &c, 


I  hope  I  shall  get  dere  bimeby, 

One  more,  &c, 
To  jine  de  number  in  de  sky, 

One  more,  &e. 
Cho.  —Oh,  wasn't  data  wide  riber?  &c. 
4. 
Oh,  one  more  riber  we  hab  to  cross, 

One  more,  &c, 
"Tis  Jordan's  riber  we  hab  to  cross, 

One  more,  &c. 
Oh,  Jordan's  riber  am  chilly  an'  cold, 

Oae  more,  &c, 
But  I  got  de  glory  in-a  my  soul, 

One  more  &c. 
Cho.  — Oh,  wasn't  dat  a  wide  riber  ^  &c. 


CABIN  AND  PLANTATION  SONGS. 


195 


chorvs.       ©f),  gibe  toa?,  JorMn. 


Oh,  give  wray,  Jordan,  give  way,  Jordan,  Oh. 

Jordan,  jrive  way,  Jordan,  give  way 

A.    „    jBL*      d.   ±  A.   JL 


*~9 

give  way.  Jordan,    I 

JL   J2. 


I^illi^^lii^giEEiiiil 


*-* 


want  to   go      a  -  cross      to  see  my  Lord.    Oh,       1  heard  a  sweet  mu  -  sic 


9-i 


»—w^ w- 

a  -  cross      to  see  my  Lord.    Oh, 

^—  Oh,      I  heard  a  sweet  mu  -  sic 


^P-$ — 0~—  »,"  f  '  »— »^*--— »-p^ 


QUABTETTE. 


DUET. 


up    a  -  bove,        I     want  to  go      a  -  cross     to  see    my    Lord;    An'     I 
in    de     air,  I    want  to  go      a  -  cross     to  see    my    Lord;    An'     I 

1L — -H-i — &-3 — &— i — y — &-1 »— Ll 


— y — tf— \ y- 

QX'AHTETTE. 


J^^^zM 


wish  dat  music  would  come  here,    I  want  to  go      a  -  cross      to  see  my  Lord, 
wish  dat  music  would  come  here,    I  want  to  go      a  -  cress      to  see  my  Lord. 


m 


ffi= 


»-.— j — 


Oh,  stow  back,  stowback  de  powers  of  hell, 

I  want  to  go  across  to  see  my  Lord, 
And  let  God's  children  take  de  field, 

I  want  to  go  across  to  see  my  Lord. 
Now  stan'  back  Satan,  let  me  go  by, 

I  want  to  go  across,  &c. , 
Gwine  to  serve  my  Jesus  till  I  die, 

I  want  to  go  across,  &c. — Cho. 
3. 
Soon  in  de  mornin'  by  de  break  ob  day, 

I  want  to  go  across,  &c., 
See  de  ole  ship  ob  Zion  sailin'  away, 

I  want  to  go  across,  &c, 


Now 


I  must  go   across,  an'  I  shall  go 
across, 
I  want  to  go  across,  &c., 
Dis  sinful  world  I  count  but  dross, 
I  want  to  go  across,  &c— Cho. 
4. 
Oh,  I  heard  such  a  lumbering  in  de  sky, 

I  want  to  go  across,  &c, 
It  make  a-me  t'ink  my  time  was  nigh, 

I  want  to  gc  across,  &c, 
Yes,  it  must  be  my  Jesus  in  de  cloud, 

I  want  to  go  across,  <£c, 
I  nebber  heard  him  speak  so  loud — 
I  want  to  go  across,  &c — Cho. 


196 


HAMPTOX  AXD  ITS  STl'DEXTS. 


c Hours. 


:E 


—v*- 


John  saw,  Oh,  John  saw,  John  saw  de  ho  -  ly   nurn-ber, 


r  -      £     v     ^     £             s 

S7\ 

y  a        s      o    -v    ^      •        m 

1              *l   ' 

ti*        *      m      *      *                         • 

!      •  • 

P^ — w—l—9—w — , — , — m- 

:    .h 

#  — 

«,                  0          0          0          0             0             0             0 

Set-tin     on  de     gold  -  en      al  - 

— -J4 0 a # 0 0 a 

tar.        1.  Wor 

2              TV           i 

0            0            0 

■  thy,  wor  -  thy 

0              0              0 

*      :  :     * 

— # # # 1 

SH 

1 J 

£ £ 2 2 y V f— 

# SLf #_ 

»        *        #        ' 

s 


p 


is    the  Lamb,  is     the  Lamb,  is     the  Lamb,  Wor-thy,  wor  -  thy 

t   n  f  f  T  ,fr  f  i"-  ■>    j-a=* 


:b: 


-'-# # # 0 — -J 


n.c. 


i 


I 


9* 


is     the  Lamb,  Set  -  tin'     on      de     gold  -  en       ai  -     tar 

«■»•«■*   *   ?•   f"   <■'    ~  ■« — * 


y ^ ? ■ i — 

I  I 

2  Mary  wept,  an'  Martha  cried — Settin'  on,  kc. 
To  see  de'r  Saviour  crucified — Settin'  on,  kc. 
Weepin'  Mary,  weep  no  more — Settin'  on,  &c. 
Jesus  say  He  gone  before — Settin'  on,  kc. 
Cho. — John  saw,  kc. 

6  Want  to  go  to  hebben  when  I  die — Settin'  on,  kc. 
Shout  salvation  as  I  fly — Settin'  on,  kc. 
It's  a  little  while  longer  here  below — Settin'  on,  kc. 
Den -a  home  to  glory  we  shall  go — Settin'  on,  kc. 
Cho. — John  saw,  &c. 


mm 


CAB  IX  AXD  rLAXTATlOX  SOXGS. 


19' 


King  Emartnel 


_jS S  ^        V V       s     s s___ 

1.    Ob,  'who  do  you  call   de  King  E-man-u  -  el;     I    call  iny  Je  -  sus 


lfe= 


ISsee 


CHORUS. 


3r 


jfcrj*      Hft ft— fa =£-, ^ j£§ 


King     E-man  -  u  -  el. 


Oh    de  King  E  -  man 


9  •  —r—+—~: — *  —  f  '   f       * — i-p—  * » — T»— ?— »: 


4±* 


-# — #- 
y r 


'  * *-~T* 


PI! 


might-y  'man-u  -  el  ;       I     call  my  Je  -sus  KingEman  -  u  -  el. 


iS$ 


ii. 


SI 


2  Oh,  some  call  Him  Jesus  ;  but  I  call  Him  Lord, 

I  call  my  Jesus  King  Emanuel ; 
Let's  talk  about  de  hebben,  an'  de  hebben's  fine  t'ings, 

I  call  my  Jesus  King  Emanuel. 
Cho. — Oh  de  King  Emanuel,  <fcc. 

3  Oh  steady,  steady,  a  little  while  ; 

I  call  my  Jesus  King  Emanuel  ; 
I  will  tell  you  what  my  Lord  done  for  me  ; 

I  call  my  Jesus  King  Emanuel. 
Cho. — Oh  de  King  Emanuel,  &c. 

4  He  pluck-a  my  feet  out  de  miry  clay  ; 

I  call  my  Jesus  King  Emanuel  ; 
He  sot  dem  a-on  de  firm  Rock  o'  Age; 

I  call  my  Jesus  King  Emanuel. 
Cho. — Oh  de  King  Emanuel,  &c. 


litt 


HAMPTON-  AND  ITS  STUDENTS. 


Be  ole  jrljeep  trone  ftnoto  tie  Hoatr. 


CHORUS. 


fc-h- 


Oh  de   ole  sheep  done  know  de  road,  De  ole  she:p  done  know  de  road,  De 


-0 — ,-m 


m 


Fine. 


^ 


Pi 


il 


9: 


ole  sheep  done  know   de  road,"  De    young  lambs  mus'  find     de  way 
— #— — •— .    m    •- 1 — r-# # 0     n 


-y— 1~5>- 


—  » — H 


P    V 


F=r.: 


-i N 


mm 


-9 — 9 — 0 — # — #-.-#—# 

Oh,  soon-er  in  de  mornin'  when  I    rise,    De  young  lambs  mus'  find  de  way. 
My  brudder  aint  ye  got  yer  counts  all  sealed,  De  young  lambs,  &c. 


Lffl*- 
— «*- 


m 


D.C.  dal  Cho. 


PPIPIIP 


Wid  crosses  an'  tri-als     on         eb  -  ry  side,  De  young  lambs  mus'  findde  way. 
You'd  bet-ter  go  get  em  'fore  ye  leave  dis  field,  De  young  lambs,  &c. 


is** 


2  Oh.  shout  my  sister,  for  you  are  free.  De  young  lambs.  &c, 
For  Christ  hab  bought  your  liberty,  De  young  lambs,  4c, 

I  raly  do  believe  widout  one  doubt,  De  young  lambs,  &c, 
Dat  de  Christian  hab  a  mighty  right  to  shout,  De  young  lambs,  &c. 
Cho.— Oh,  de  ole  sheep,  &c. 

3  My  brudder,  better  mind  how  you  walk  on  de  cross,  De  young  lambs,  Ac, 
For  your  foot  might  slip,  an'  yer  soul  git  lost,  De  young  lambs,  <fcc. , 
Better  mind  dat  sun.  and  see  how  she  run,  De  young  lambs,  &c, 

An'  mind  don't  let  her  catch  ye  wid  yer  works  undone,  De  young  lambs,  &c. 
Cho.  —Oh,  de  ole  sheep,  &c. 


CABLY  AXD    PLAXTATIO.S  SONGS. 


109 


Dr  (Tljurd)  of  iPoD. 


De  church  of 


iP 


-•— - 


God             ...   dat  sound    so 
^ V   0 


-a 


fe=^ 


sweet. 


egi-I^ 


De  church  of    God dat  sound  so   sweet,  De 


i 


2d. 


church, 


de  church  of  God 


JL- 


y    i  fc  p   "5= 

God,  dat  souiid  so     sweet 

God 

sweet,        so  sweet. 


^ 


church  ot'    God,     de  church  of     God,  Dat  sound  so  sweet,    sweet,  dat  sound  so 

ovartbttt:. 


Oh, 


**=± 


look 


up 


^ — 

van    - 


der  what      I 


I2_- 


-'-— -pt> — » — » 


1 


sec. . . 

# *_ 


Bright 


S 


Look  up      yan    -    -    -  der, 
1st. 


what 


2d. 


see,  Bright 

DC 


Oh,  Jesu3  tole  you  once  before. 
To  go  in  peace  an'  sin  no  more; 
Oh.  Paul  an'  Silas  bound  in  jail, 
Dan  one  did  sing,  an'  de  oder  pray. 
Cho. — De  church  ob  God,  &c. 


Oh,  did  you  hear  my  Jesus  soy 
4i  Come  unto  me,  I  am  de  way  : " 
Oh,  come  along,  Moses,  dent  cet  lost, 
Oh.  stretch  your  rod,  an'  come  across. 
Chc—  De  church  ob  God,  <i'C. 


200 


HAMPTON  AND  ITS  STUDENTS. 


13rigT)t  Sparkles  in  ire  tfljurdjijatl*. 

This  peculiar  but  beautiful  medley  was  a  great  favorite  amonc  the  hands  in  the  tobaoco 
factories  in  Danville,  Ya. 

± 


May*  de  Lord — He  will  be  glad  of    me ....    May  de  Lord — He 

14— _*- 


rn^m 


-&•_ 

—\-~'&- 


k-V 


-**— I 


t 


r»  ii 


r 


r8 — lijfet   .■     •* 


^'d=i=s=&Sa=^fe^iEL=;=i|-:l^j 


;•/  ■*--#- 


3fe 


idIS  be  glad  of    me~T.  May  de  Lord — He  will  be  glad  of    me; 

•0-     -*-  -&-  -tS>- 


"1 # 1— 


Tj # •— H5>— -— # # 0 r- P-F-+I 


—-IT 


L_   I  _^_ L# 


In     de  heav-en     He'll    re  -  joice.       In    de  heav-en,  once,  In  de 


#■** 


&-T&\ 


-$-r T         H         K 

1 — i 1 i 1 — 1 

'"     1                       V 

-, 

— « e # 9 — 

—J  .   4s 

joice,     In 

-*H 

lieav  -  en,  twice,  In      de    heav  -  en  He'll    re  - 

de 

^.          ** 

s  \t       ^        *        1        u       H        1        !                1 

ks     .     v 

i 

V                                        \J         J     1      |           |                      1 

-  H ' 

—• — «  —  j — *-;->-F» — » — €—  J-.-*-  FJ — t — a «— bg— .-H 

~r— r~  *— ?  — xr  -  r— •-  \T*~~^  "  '"*    ■ — 

heav-en,  once,  In  de  heaven,  twice,  In   de  heav-en  He'll  re  -  joice. 


m 


— *- 


1 — 0-1  -» — r, — « — 0 — , — r(g— i~T-* 

:l£E^EE?E^lElEEE*=c=*EEEE3l 


CAB1X  A  WD  PLA  XT  A  TIOX  SOXGS  £01 

Urigijt  jrparklcs  in  trc  (Cljurrijrartr.— Continued. 

DZ'O—Sojira  no  and  Tenor. 


-G-           — 

i 

i-j i 

-i    -    1 

^        1-         -w   •   k    ■*'     # 

-9 , 9 9- 

^A 

^   —   -#.  - 

Bright  spar-Ides    in     dc  church -yard,  Give  light  mi  -  to    de  tomb, 

\     ,     ,     (    i     t    j      I          r -j  •  i 

m          -9-         -&             -0-         +          +          4-      -0.       -&-  m 

^^ 

_# «_- ,_ _L 

=N 

TRIO— 1st  £•  2d  Soprano  <f-  Alto. 


-9 «$« 9- 


^fcfesHU 


Bright  summer,  spring's  o  -  ver,  Sweet  flow-ers      in    de'r  bloom. 


QrAKTETTi:. 


Bright  sparkles  in  de  church-yard  Give  light  un  -  to    de  tomb,  Bright 

!  m        -9-  •¥*> 

^9 


■9 0 0 — 9 — Y-9 & 9- 


9)  . 


Tittti. 


v — r*— » — »- 


i 


Bfczfc 


sum-mer,  springs  over,  sweet   flow-ers   in  der  bloom.  My  mother,  once,  my 

9 1— F 0 9 &* 


r-f 


-# — # — #■ 


J=Bl^l^r^?EFiE 


.-9^.-9 


-    * a — * « — a — ' 


mother,  twice,  my  mother  she'll  re-  joice.  In    de  heaven,  once,  in  de 


9 


• — • — F* — * — »       9- 

•i — i  ir~r~p= 


:s=zzr 


202  HAMPTON  AND  ITS  STUDENTS. 

ISrigljt  Sparftles  in  tre  (Kijuacftgari.— Continued. 


S    N 


wmmm?m 

u     p  i  'iii 

heaven,  twice,  In  de  heaven  she'll  re-joice,  In  de  heaven  she'll  rejoice. 


N.    ft 
-0-'-0-^    -0- 


I    i 


EIE^E^&E^-^^ii=^=^ 


I      I     > 

Mother,  rock   me    in     de   era- die    all   de     day Mother, 

all    de    day, 


5=F7 


V 


=rf 


I  I  !j       I  ■#-      -^ 


rock  me    in      de  era  -  die      all      de 


m 


S: 


I  I         V 

day Moth-er, 

all       de      day, 

r — h— r- 


1" 


-fir1 


;^3 


#—-5 — *- 


#— i — # 


Pi 


rock 


me 


S^=g 


iiziaiz: 


i  I 

era  -    die 

-# «— 


all 


de 


^ 

dav 


s 


HH 


CABIN  AND  PLANTATION  SONGS. 


203 


$3tigt)t  Sparftles  in  tie  OTijurcijMrir.— Continued. 

QUARTETTE.  


-fr 


•0-    *     -0-       -&- 

U     i  --- 

All     de     day, all      de      day, 

all       de     tlay, 


IS 


mm 


all        de    day, 

-t—'—m—trl&r 


Oh, 


Br 


P 


£=3 


#~— # #—  -!—  0— LF- 


tszitl 


s 


■ — 9—r~w- 

0"  »~w 


rock   me  in      de  era  -  die  all      de     day .... 


all    de 

all     de       dav. 


i 

s 

1 

£\9     " **     " 

m              0 

~                07~ 

•    0 

tr* — ~t~ 

— | ^ j [S 

4     \       & 

(^       # 

0 

0                 ts 

dav, 

....      .          all       the 

all 

day. . . 

de 

day,       Oh,     rock     me      in        de 

"*"             "^          •            m          0             m 

If         *  •  * 

•3r 

Q.             *»                                                    w 

^~. 

—         O         |                                                                r                | 

9    ■                             V 

-t 


cra  -  die  all    de    dav. 


V     T       '•     T       L> 
Oh,  moth-er,  don't  ye  love  yer  dar  -  lin' 


- ^     i   •  •         >  y 

child,  Oh,  rock    me   in       de    cra-dte    all     de       dav.  .. . .       Oh, 


— ? — 


■27~    ^ 


204 


HAMPTON  AND  ITS  STUDENTS. 


33rtgi)t  jrparfcles  in  Ire  ffiijurri)j)artr .—  Continued. 


£ 


= = vf — , =uq s  -^ — =s=q 


3:  *  i   :£  :  at     5  :  •**  -£  :  *  ;t*vj*^.^ 

-0-     '     -0-       -0-     '     -0-  -#■     *  ,  -5^-^-^-    -<^- 

nioth-er,  don't  ye     love    yer  dar  -  lin     child?  Oh,  rock  me  in     de 


m 


ff 


-W—*m— i|-:-^-f^-f^-Fg i-i-.-J— 0 W—W-W—lS": 

2  -p.  +  -^  -*-  -g-  * 

era  -  die  all   de     day Mother,  rock  me    in   de   era  -  die, 


jL    £> 


Moth-er,      rock     me     in     the    era  -  die,  moth-er, 


P — ! 1 1 qsz,: ;__— — |i_. p=q *_p^ — q 1 s-1 
— i— i— i  -s-r=i  0— g-:-  — rg— * —y-.-j^m—^-t-i-^-A 

rock  me   in      de   era  -  die,  rock  me   in      de  era  -  die  all      de 

-0-      -0-      -0-    '    -0-      -0      -&-    '  -0-      -0-      -0-    .     m  m       •+■    .     m 


rock  me     in 
i  !*> 1 


de    era  -  die,  mother, 

2^  QUARTETTE 


mmmmmmi^mwB 


day. 


mother,     day. 


r.-?- 


I      V                                If 
All  de  dav all  de  day 


I         ^^  "^— »""  all    de        day,  all    de 


[ : &    »     0 —  *  — 0 0- 1 0 — L*_ 


-N  — 


---mm 


Oh,  rock    me      in      de  era  -  die      all 


<y 


r 

day, 


F* 


ZliZi 


de 


dav... . . . . 


h?^ 


EEE 


»- 


CABIX  AND  PLANTATION  SONGS.  205 

iSrtgijt  ^parities  in  Ire  aiijurrf)5arir  — Concluded. 


s I. 


S  r  it    I 


all        de         day,  all 

all      de     day all      de     day . . . 


de        day, 


Oh, 


jJJLj-kJ    j-Tx^rHfc-*  :  1   '*  T*H 


£: 


1 


rock     me      in        de      era  -  die    all        de      day\ 
.* p__ .  _# — n# c — ♦_ .  _« — ^T~ 


You      may 

s 


£-*= 


r 


=Eg=E35^g=i=:tg= 


r? 


•   !      v   |      *   '  - — -  '     ' 

lay  me  down  to  sleep,  my  mother  dear,    Oh,  rock  me  in  de  cradle  all  de 

i>  i     *  i     '  i     £  ^^-^  i     tn     '  r  i    r    • 


fe 


SH 


-*=£=?- 


day, You    may    lay      me  down    to    sleep,   my  moth  -  er 

™        ■  «r  j         1  ^  r  •  i, 


Dim 


do. 


dear, 


f 
Oh,    rock    me    in       de    era  -  die      all      de    day.  . 


iy. I. &  -L 1— p r—f-^— f-^— 


206 


HAMPTON  AND  ITS  STUDENTS. 


'W 


Judgment  Bag  is  asrollm'  atouttfr. 

CHO  ,.  t  j j j ^__k  ^j k__v 

-— sm:»— *  — ■ 


■^=4=4- ■■ 


9 *-\-1 9 9 


Judgment,    Judgment,    Judgment  day     is     a  -  roll  -  in'     a-round, 


Rf,--4—  » ^---T-y g»- 


— b~ 


22: 


^^; 


^ 


Judgment,       Judgment,      Oh,      how     I 

:ts? — 


=E|=h1 


long 


go. 


I  | 

SOLO. 


— M — i     :     ^i — ^ 


I've     a   good  ole 
I've    a   good  ole 


— P n s, s 

-*  —9- — £—£ 9 

mud-der      in      de     heav  -  en,    my      Lord, 
fa  -  der      in      de     heav -en,    my      Lord, 


m 


§*==*■ 


^m 


TUTTI. 


)h,  how  I     long  to    go  dere  too;  I'v 
)h,  how  I    long  to    go  dere  too;  I'v 


hf — *-= — -— f— ^f» 

Oh,  how  I    long  to    go  dere  too;  I've  a  good  ole    mudder  in    de 
Oh,  how  I    long  to    go  dere  too;  I've  a  good  ole      fa  -  der  in     de 


TUTTI. 


$v  —- — 9 — 9 9— \Y  -  9—[iZ9—_%z^-i2---zz-±z&-Al:z9_~j>?z=i_ 


m 


heav-en,  my  Lord,     Oh,  how  I        long      to     go.      Judg-ment, 
heav-en,  my  Lord,     Oh,  how   I        long      to     go. 

\ 0-*—75- 


i  0 f? —  0- 

— ;-tf  -g — ^ — »- 


CABIN  AND  PLANTATION  SONGS. 


207 


Juigmrnt  Bap  te  a^rollin'  aromrtr.— Concluded. 


ek 


. 


tie: 


_    c 9. 


Judg-ment,       Judg-nient    day       is 

*.            &.    •               JL            J*.            JL 

a  -  roll   -   in'        a  -  round, 

p|*— -#—  -  ^— -— j — • — » — » — s  - 

-  5-E:E l-^-i — ir-d 

£      p     p  " 

Judg  -  merit, 


-J- 


m 


•0-      -&- _^- 

0 &^^-9 


izz==Y£- 


Judg-ment,     Oh, 

-0  % #  — 


K 


~s-h- 


go. 


how     I 


loni 


to 


n. 


—  #- 

—  #- 

^> 

V 


1 


Dar's  a  long  white  robe  in  de  heaven 
for  me, 
Oh,  how  I  long  to  go  dere  too  ; 
Dar's  a  starry  crown  in  de  heaven  for 
me, 
Oh,  how  I  long  to  go. 
My  name  is  written  in  de  book  ob 
life, 
Oh,  how  I  long  to  go  dere  too, 
Ef  you  look  in  de  book  you'll  fin'em 
dar, 
Oh,  how  I  long  to  go. 
3. 
Brudder  Moses  gone  to  de  kingdom, 
Lord, 
Oh,  how  I  long  to  go  dere  too ; 
Sister   Mary   gone   to   de   kingdom, 
Lord, 
Oh,  how  I  long  to  go. 
Dar's  no  more  slave  in  de  kingdom, 
Lord, 
Oh,  how  I  long  to  go  dere  too, 
All  is  glory  in  de  kingdom,  Lord, 
Oh,  how  I  long  to  go. 


4. 


My  brudder  build  a  house  in  Para- 
dise, 
Oh,  how  I  long  to  go  dere  too  ; 
He  built  it  by  dat  ribber  of  life, 

Oh,  how  I  long  to  go. 
Dar's  a  big  camp  meetin'  in  de  king- 
dom, Lord, 
Oh,  how  I  long  to  go  dere  too, 
Come,    let  us   jine   dat   a   heavenly 
crew, 
Oh,  how  I  long  to  go. 


King  Jesus   sittin'  in  de  kingdom, 
Lord, 

Oh,  how  I  long  to  go  dere  too  ; 
De  angels  singin'  all  round  de  trone, 

Oh,  how  I  long  to  go. 
De  trumpet  sound  de  Jubilo, 

Oh,  how  I  long  to  go  dere  too, 
I  hope    dat   trump    will    blow    me 
home, 

Oh,  how  1  long  to  go. 


HAMPTON  AND  ITS  STUDENTS. 


©i),  Sinner,  gou'ft  tetter  get  reaftg. 
'£j?HO. _  ^ k 


Oh,    sin-ner,  you'd  bet-ter   get    rea  -  dy,      Eea  -  dy,    my  Lord, 


;iS 


t=t^^=d ±-4E=3f=t-L* 3— gzzz*zj 

rea  -  dy,      Oh,      sin-ner,  you'd  bet-ter  get     rea  -  dy,    For  the 

l^HE— n     i      Fjr-T      fcy— :^— i^==T=— E-j r-=z=r3 


zfer: 


FINE. 


time   is     a-comin'dat  sinner  must  die.     Oh,  sinner  man,  you  had 
c — c  _#_^_# — « — # 


zb. 


>     •     ^     •     !  i 

._fc N — N N i— 


at* 


^feiEEJSJsgPiNgsSiE^ 


bet-ter      pray,      Time   is      a  -  com-in'  dat      sin-ner  must  die  ; 
•#-       -#-     ■*-     ■*-     ■*-     ->-         -*- 

^::gzEzizE^Ezzz=fp-p==i  s:zz*zzz*zz>:zziz  Fqi  zz 

zzrEb 7-      .         IL-L^-L^-  szzzp  zz:  Szzzzz:  ±~  [>zz 


2=§i 


S 


^r5  zgzzgzzz#zzz^zf-#zzz^zzzzzzzj  zzzff-j — NZZNZJZ.  jiZZ] 


For  it  look -a  like  judgment  eb  -  ry    day. 


zzzQEEEEr 


Time  is    a-comin'  dat 


U   U   k  i; 


CABIN  AND  PLANTATION  SONGS.  200 

©f),  Sinner,  puir  better  get  reaij).— Concluded. 


sin-ner  must  die  ;       I      heard    a      lumbring      in 


de    sky, 


i 


I         +. 


0— 0-0  -0—0  -*  F*  --#— *— #^TF  j-T^— h—  r 


9^2 


Time  is    a  -  comin'  dat  sinner  must  die,   Dat  make-a  me  t'ink  my 
■0-    ••-    -0-    -0-    -0-    -0-     -0-    -0^    -0-     -0- 

T". 1 —      "£! — # — "Jj* 1 


p. 


-eIee! 


-j-^- 


Da  Cctjjo  dal  Segno. 


— = s___ic — - — s — s — j-f—k — s — i       r~3i 

1 ,_±.1L_« * — * # # 0  —  ^-% 0 S #~JJ 


time  was    nigh,      Time   is      a  -  com-in'  dat    sin-ner  must  die. 


s^^lil-iifilllll 


I         V      V  ■  V     V     \ 
2. 

I  heard  of  my  Jesus  a  many  one  say — 

Time  is  a-comin'  dat  sinner  must  die, 
Could  'move  poor  sinner's  sins  away — 

Time  is  a-comin'  dat  sinner  must  die. 
Yes,  I'd  rather  a  pray  myself  away — 

Time  is  a-comin'  dat  sinner  must  die, 
Dan  to  lie  in  hell  an'  burn  a-one  day — 

Time  is  a-comin'  dat  sinner  must  die. 
Cho. — Oh,  sinner,  you'd  better  get  ready,  &c. 

3. 

I  think  I  heard  a  my  mother  say — 

Time  is  a-comin'  dat  sinner  must  die, 
'Twas  a  pretty  thing  a  to  serve  de  Lord — 

Time  is  a-comin'  dat  sinner  must  die. 
Oh,  when  I  get  to  Heaven  I'll  be  able  for  to  tell — 

Time  is  a-comin'  dat  sinner  must  die, 
Oh,  how  I  shun  dat  dismal  hell — 

Time  is  a-comin'  dat  sinner  must  die. 
Cho. — Oh,  sinner,  you'd  better  get  ready,  &c. 


I 


210 


HAMPTON  AND  ITS  STUDENTS. 

Ifttwc  ire  Hamfts  a  Otrgtn'. 

*-4 


•— ^'—  ■•- — ' 0 # 


e; 


b 0 0 1 


You  hear      de    lambs    a   cry  -  in',  Hear     de    lambs  a    cry  -  in', 


_LM 


ihE^ 


* • «_ 

pzzizzp: 
i  V 


-^ 


m — Lb:  ^_s — pe— *^E — y     p    - 
£=±fczzrz)i — tp7z=p=ziizz:^z=; 
I  I 


— # h- 


# 0-.~L$0 0 0 0 J 


Hear    de  lambs   a   cry  -  in',  Oh,     shepherd,  feed  -  a      my  sheep 
•0-      -0-   .  -0-     ■*-      i9-  •#-      -0-  .  s  K       d 


za_-i— pzzzp: 


zp 


:bl 


:*z=:«: 


p 


V      s 


"T 


-  w— — •■— L  -«« 0 #—— ■• 


Our    Sav  -  iour  spoke  dese  words  so   sweet :  "  Oh    shep  -herd, 


9: 


r  :  -     Tr-rrri 


s ^ 


feed  -a       my    sheej),  Said,  "Pe-  ter,      if        ye      love     me, 


>.      {■ s: 

vzzzi^-zir: 


1 


# #— -.-— ■*-£# 0 0 0 L— ? — i 

feed    my    sheep."  Oh,     shep-herd,      feed  -  a      my  sheep.     Oh, 

•0-        -0-     '  »  m  »         +- 

—r? r  * ' * [~T~ 

:dE£— i-p£=— kzrizrFg— ..^ — j~z;z:?     trz— : 


3* — — 


CAB IX  AXD  PLAXTATIOX  SOXGS. 

Iftcar  trr  ILambs  a  Gftgitt', — Concluded. 


211 


m 


^a 


m 


Lord,     1      love     Thee,     Thou     dost  know;        Oh,     shep-herd, 


EE=EEEE3 

±zz=gzzr~g gzrzd 


-p -A — h 1  Jl  fc 

0 

v 

g-     **      00      0      J  r 

feed        a        my    sheep;            Oh, 
0          00          f 

give 

0 
me    grace 

'0 
to 

9- — * — * — *- 4-* 

=. 

•       v *       J 

1 


j>.e. 


love     Thee  mo' 


Oh,     shep-herd, 


0— 
feed 

V— 


m 


m 


my 

«_ 


sheep. 


i 


2  I  don'  know  what  you  want  to  stay  here  for,  Oh,  shepherd,  &c., 
For  dis  vain  world's  no  friend  to  grace,  Oh,  shepherd,  kc. , 
If  I  only  had  wings  like  Noah's  dove,  Oh,  shepherd,  &c. , 
I'd  fly  away  to  de  heavens  above,  Oh,  shepherd,  &c. 


3  TVhen  I  am  in  an  agony,  Oh,  shepherd,  &c, 
When  you  see  me,  pity  me,  Oh,  shepherd,  &c, 
For  I  am  a  pilgrim  travellin'  on,  Oh,  shepherd,  &c. , 
De  lonesome  road  where  Jesus  gone,  Oh,  shepherd,  &e. 

Cho. — You  hear  de  lambs  a-crying,  &c. 

4  Oh,  see  my  Jesus  hanging  high,  Oh,  shepherd.  &c, 
He  looked  so  pale  an'  bled  so  free,  Oh.  shepherd,  «tc, 
Oh,  don't  you  think  it  was  a  shame,  Oh,  shepherd,  &c. , 
He  hung  three  hours  in  dreadful  pain.  Oh,  shepherd,  <fei? 


212 


CHORUS. 

:2z— =zz 


HAMPTON  AND  ITS  STUDENTS. 


35» 


1 — #- 


Oh,  rise      an'  shine,    an'  give  God   de     glo  -  ry,  glo  -  ry,    Kise     an' 


iilH 


& 


3=d 


^£ 


shine,    an'  give  God  de  glo  -  ry,  glo  -   ry,    Kise       an'    shine,     an' 

— 


rfL-zu?: 


4— t— P 


la---— »-g=±r« 


dot 


give    God      de      glo  -  ry,  glo  -  ry    for      de      year  of      Ju  -  ber  -  lee. 


gEd=5EREE 


xn 


3=Ft* 


* * # # — J 


Je  -  sus  car  -  ry       de    young  lambs    in       his     bo  -  som,   bo  -  som, 
Je  -  sus        lead         de    ole      sheep      by      still    wa  -  ters,  wa  -  ters, 


le 


m 


fH-t-\- 


_« 


f^& 


--Bg-  •  -*-Fg — i '  — *-h^ 


g — 


Car  -  ry    de  young  lambs  in      his    bo  -  som,    bo  -  som,  Car  -  ry      de 
Lead      de  "  ole  sheep    by      still  wa  -  ters,    wa  -  ters,     Lead        de 

ft^a. «_r# gg-»  .  so  •     m    .  . * £ — ^—t-.m^^p. —  # — 


ife^^iEE^ii^: 


s=y 


CABIN  AND  PLANTATION  SONGS. 


21; 


S32: 


Hisc  ani  Sfttoe  — Concluded. 


young  lambs    in     his    bosom,  bo-som,   For  de  year  ob    Ju  -  ber  -  lee. 
ole      sheep  by   still  wa  -  ters,  wa-ters,  For  de  year  ob    Ju  -  ber  -  lee. 

— p-fr-p — | — -F;  F-  ; — rF— - 


9^ 


mmm 


2  Oh,  come  on,  mourners,  get  you  ready,  ready, 
Come  onr  mourners,  get  }*ou"ready,  ready,  (bis), 

For  de  year  ob  jubilee; 
You  may  keep  your  lamps  trimmed  an'  burning,  burning, 
Kee}3  your  lamps  trimmed  an'  burning,  burning,  (bis), 

For  de  year  ob  jubilee. 

Cho. — Oh,  rise  an'  shine,  &c. 

3  Oh,  come  on,  children,  don't  be  weary,  weary, 
Come  on,  children,  don't  be  weary,  weary,  (bis), 

For  de  year  ob  jubilee; 
Oh,  don't  you  hear  dem  bells  a-ringin',  ringin', 
Don't  you  hear  dem  bells  a-ringin',  ringin',  (bis), 

For  de  year  ob  jubilee. 

Cho. — Oh,  rise  an'  shine,  &c. 

I&artr  Srtals. 


m 


*. — t 


W W 9 


s.  ? 


-0-n-0 — L* 9 * 9-m    J*  «g.  J 


De     fox  hab  hole    in     de  groun',  An'  de  bird  hab  nest    in     de      air, 


? w — w — *— -^p-F*  —  • — * — •  - 


-i — 9 — # 


i 


An'   eb  -  ry  t'ing  hab  a    hid  -  ing-place,  But  we,  poor  sin-ner,  hab  none. 


Now  aint  dit  hard     tri  -  als,  great    trib  -  u  -     la  -  tion,  Aint    dat    hard 

L^-fl O 0 -4 1 1 --^- .-.  49    * #-'-#— ,-4; 0 0 1 — , 


214 


HAMPTON  AND  ITS  STUDENTS. 


I^arlr  trials .— Concluded, 


rB=3 


A — i 


p^Mt-^  'jfnn^ 


£Z]ZZZZ5= 


tri  -  als  I'm  boun'  to  leabe  dis  world.  1.  Bap-tist,     Bap-tist      is  my  name, 

2.  Methodist,  Methodist  is  my  name, 

3.  Presbyterian,  Presbyterian,  &c. 


gggj* 


■»   f  T 


*2 


-25^.    ^ 


Fd— F» — * — * — :-^£-F*  — *— # 


Efc=z£=£: 


Bap  -  tist     till  I     die.    I'll    be    baptize  in   de   Bap  -  tist  name,  An'  I'll 

Metho-dist     till  I     die,    I'll    be    baptize  in   de  Methodist  name,  An'  I'll 
Presbyterian    till,  &c.  Presbyterian  name,  &c. 

D.S.  Cho.  al  Fine. 


*=3 


i==i=fC=t=± 


m 


lib     on      de  Bap  -  tist     side.  4.  You  may  go    dis  -  a    way,    You  may 
lib    on      de  Methodist     side, 
lib     on      de  Presbyterian   side. 


^^ 


go 


dat  -  a    way,    You  may  go    from     do'      to 


do',    But  ef    you 


-*f> K     .S    ,N 


jLj=M 


hab-n't  got  de  grace  ob   God  in  you  heart,  De  deb  -  il  will  get  you  sho\ 


m&E$ 


\  ^4^ZX=:r:=r=^^ 


5.    Now  while      we    are    march-in 


long   dis  dread  -  ful    road, 

D.C.  dal  Cho. 


:p 


i 


You    had    bet  -  ter      stop    your    dif  -  fer  -  ent     names,  An'— 


CAB IX  AXD  PLAXTATIOX  SOXGS. 


215 


ittost  Done  CrabeUing. 


-*r-*-N 


_ s__^ 


Oh,  mv  madder's  in  de  road,  Most  done  trabelling:  My  mudder's  in  de  road, 

_0    ■*-  


■q— ^>- 


IS 


JTZW. 


Most  done  tra-bel-ling,    My  mudder's  in   de  road,  Most  done  trabelling.  I'm 


mm^mm: 


#--5 


V-y=g3 


ifS  ff    g  .    *—g     *  _        iN  ~ ft       :  II •    *  T-g"5-"  J— »— #— J  ~ 


bound  to   car  -  ry  my   soul    to     de  Lord. 

JL-      JL     JL     JL     J_ 


I'm  bound  to   car-ry     my 


c\'H 0.-- #- # 


S 


«--J— *-?-»— -Ft — •— *  -*  -J~|  1  h, 


1st.    2tt  ^ 

,.  _  PP 

soul  to     my  Je  -  sus,  I'm  bound  to   car-ry   my    soul  to     de  Lord;  Lord. 

m         M        JL    JL                JL          I          JL     JL     JL         I  I 

# #  • —         — e T_a_;_^ _ »  _  ,#- 

ff 1 — 


=^—* + — y— t 1 — +—- 


b>— fe> 


IS^llig 


•  * 


Oh,  my  sister's  in  de  road, 
Most  done  trabelling, 

My  sister's  in  de  road,    )/;•>. 
Most  done  trabelling.  \  ^01S) 
Cho. — I'm  bound  to  carry,  &c. 


Oh,  my  bmdder's  in  de  road, 
Most  done  trabelling, 

My  brudder's  in  de  road.  )    , .  v 
Most  done  trabelling.     f  \0i5) 
Cho. — I'm  bound  to  carry,  &c. 


Oh,  de  preacher's  in  de  road, 

Most  done  trabelling, 
De  preacher's  in  de  road,  |  (ht .  . 
Most  done  trabelling.     f  w 
Cho. — I'm  bound  to  carry,  &c. 


All  de  member's  in  de  road, 

Most  done  trabelling, 
De  members'  in  de  road,  )    , .  . 
Most  done  trabelling.    \  w 
Cho. — I'm  bound  to  carry.  &c. 


216 


HAMPTON  AND  ITS  STUDENTS. 

ffitoinc  up. 

± 


Oh,   yes,  I'm  gwine  up,      gwineup,      gwine  all   de  way,  Lord,  Gwine  up, 


T^qzz^zis; 


*_,,_>>_,,_>>. 


±j*±1 


--*--*- 


i--1-**-'#- 


^    y  v •**  -■-   ~    i    i    i   \    v        y 

gwineup       to     see    de  hebbenly  land,  Oh,  yes,  Im  gwineup,     gwineup, 
.        S      £*.+.  +  +  + s       ,N  s       ft 

-bH"  »--»-»-  »— #— Ph- 
*dzG3EBEE3S 


rr 


k     u  >     y  " 


gwine  all  de  wav,  Lord,  Gwineup,  gwineup 

:z2=z_z:? 


to     see    de  hebbenlv    land. 


rt>— ? 

fp — »- 


S 


=*=* 


|eS 


K-*>— F 


IS 


g 


Oh,      saints  an'  sin-ners      will-a  you   go, 


see     de   hebbeuly     land, 


-111 


m 


:7"-±: 


g-w-.    - 


I'm    a  gwine  up  to  heaven  for  to   see  my  robe,      See    de  hebbenly   land, 

-*-•    -«-   ■#-  -0-   •#-      m 


m$=if 


CABIN  AND  PLANTATION  SONGS.  217 

(ffitome  tip. — Concluded. 


Gwine  to    see  my    robe   an'     try    it    on,        See     de  hebbenly      land, 
It's    brighter    dan-a  dat      glit-ter-ia'   sun,      See     de  hebbenly    land. 

#..      JL    +.    +    +       m 


I'm  a  gwine  to  keep  a  climbin'  high- 
See  de  hebbenly  land; 

Till  I  meet  dem-er  angels  in-a  de  sky- 
See  de  hebbenly  Ian'. 

Dem  pooty  angels  I  shall  see — 
See  de  hebbenly  Ian'; 

Why  don't  de  debbil  let-a  me  be — 
See  de  hebbenly  Ian'. 
Cho. — Oh  yes,  I'm  gwine  up,  &c. 


3. 


I  tell  you  what  I  like-a  de  best — 

See  de  hebbenly  Ian'; 
It  is  dem-a  shoutin'  Methodess — 

See  de  hebbenly  Ian'; 
We  shout  so  loud  de  debbil  look — 

See  de  hebbenly  Ian'; 
An'  he  gets  away  wid  his  cluvven  foot — 

See  de  hebbenly  Ian'. 
Cho. — Oh,  yes,  I'm  gwine  up,  &c. 


218  HAMPTON  AND  ITS  STUDEXTS. 

3  !)ope  *ng  fHotijer  totil  bt  tfjcre. 

This  was  sung  by  the  hands  in  Mayo's  Tobacco  Factory,  Richmond,  and  is  really  called 
"  The  Mayo  Boys*  Song." 

s  v     <     S  lst 

I    hope  my  moth-er   will  be  there,  In  that  beauti-fal  world  on  high. 
That  used  to  join  with   me   in  pray'r,  In  that  beauti  -  ml  world  on  high. 


St 


il^iSsi? 


2d.       CHO. 


p^M^pp^S£^?iigci 


high.  Oh,      I     will    be     there Oh 


I    will  be     there 

m. 


will  be  there. 


will  be  there, 


I 


i 


I^IHI 


shall    wear 


In 


that    beau  -  ti  -    ml      world      on 


high. 


;^ill^i 


2  I  hope  my  sister  will  be  there, 

In  that  beautiful  world  on  high, 
That  used  to  join  with  me  in  prayer, 
In  that  beautiful  world  on  high. 
Cho. — Oh,  I  will  be  there,  &c. 

3  I  hope  my  brother  will  be  there, 

In  that  beautiful  world  on  high, 


0 

V        '  s> 

That  used  to  join  with  me  in  prayer, 
In  that  beautiful  world  on  high. 
Cho. — Oh,  I  will  be  there,  &c. 
4  I  know  my  Saviour  will  be  there, 
In  that  beautiful  world  on  high. 
That  used  to  listen  to  my  prayer, 
In  that  beautiful  world  on  high. 
Cho.— Oh,  I  will  be  there,  &c. 


CABIN  AND  PLANTATION  SONGS. 

©lj,  tie  ?$eMni  is  £l)inin\ 


CHORUS. 


1=\ 


1 -H 

1  —  m-  h 


J — 4— —  9 e J- 

Ob  de  beb-ben     is   sbi -nin',  sbi- nin',  0  Lord,  de  beb-ben   ib     slii-niu' 


^-TL — r_S*- " M 1 »  — •  -1-*— 0 0 0 


1= 


L_r_> ,\ 


^— ,-^ 


g=dt£Bfezy=E : : — — — lV-rr?^ 


-» — T- 

full  ob    love.    Oil,  Fare-you-well,  friends,  I'm  gwine  to  tell  you  all;    De 
Ob,     when        I    build      a  my        tent  a  -  gin',  De 


1 y — ' 0— L' 


j^hb 


h L 


heb-ben   is       sbi-nin'full   ob    love;    Gwine  to  leave  you    all      a  -  mine 
beb-ben  is       sbi-nin'full   ob    love;   Build    it      so   ole       Sa  -  tan   be 


•): 


jgg=h--34 


Deatb  say,  '  •  I  come  on  a-dat  bebbenly  'cree :  De  bebben  is,  &c. 

My  warrant's  for  to  summage  tbee;  De  hebben  is,  &c. 

An'  wbedder  tbou  prepared  or  no;  De  bebben  is,  &c. 

Dis  very  day  He  say  you  must  go;"  De  bebben  is,  &c. — Cho. 

Ob,  gbastly  Dcatb,  wouldst  tbou  prevail;  De  bebben  is,  &c. 

Ob,  spare  me  yet  anoder  day;  De  bebben  is,  &c. 

I'm  but  a  flower  in  my  bloom ;  De  bebben  is,  &c. 

Wby  wilt  tbou  cut-a  me  down  so  soon  ?  De  bebben  is,  «fcc. — Cho. 

Ob,  if  I  bad-a  my  time  agin ;  De  bebben  is,  &c. 

I  would  bate  dat  road-a  dat  leads  to  sin;  De  bebben  is,  &c. 

An'  to  my  God  a-wid  earnest  pray :  De  bebben  is,  &c. 

An'  wrastle  until  de  break  o'  day;  De  bebben  is,  &c. — Cho. 


220 


HAMPTON  AND  ITS  STUDENTS. 

JlUjo'U  jine  Se  anion, 


^SF=i 


"7-^t EZTZSZ^ Vim 


s?-fc  sen  zzi;:F#  zzz*  zzszEigz  Er £: 
-1- # — «i— --  ^— -—<*_- 


Oh,    Hal   -  le  -  lu  -  jah,    Oh,    Hal  -  le  -  lu  -  jah,    Oh,    Hal   -  le 
%£     JfL  •'£. 

7=x7     i~~,       « & — I 1 1 T"  f~ " 


•-    -^-     -»^-  :    ■*-    •#-    £    -»^-     -<sl  •    £: 

r  —  fg— r  -  ^— - — *zt'  »  —  » — -  ig— r- 1 1 — 


*= 


sz^zznz: 


izb^zzzizzzzlzzzzzl 


h N— V-J- 


g=ppSlZE3z^^E^g|*!E^ 

* — tf — gj— *-- # — ^  — *— c- * — 0 — it — -_c s: 

-  lu -jah,  Lord,  "Who'll  jine    de        U-nion?      My    love  -  ]y  breth-er-en, 

i#z|z^izBzz£zEE^^fe|z^-^ : 


I      I 


£>? 


:  S       N       ^ 


m 


-^e 1  _# — £? #-x-*  —  # — • — -— J 

Who'll  jine     de     U  -  nion  ? 
♦      „       A     ♦     *■ 

zzt  szzzrzzzz?zi3-=i= J 


how  ye     do?      "Who'll  jine     de     U-nion?     Oh,  does    yer  love    a -con 

•0-      ^4     *-      +      ■#■ 

-rzFZZZ^ 

- 


ife^fer* 


IE 


*zzz# 


1 # ^ * 1 — # 0 1 £_  • •f. 


m 


fefcd 


IE 


tin  -  ue  true?  Who'll  jine        de         U    -  nion?      Eb    -    er 

M. f.  ■»■ 

i 

t  'It 


'-# <5< *— L-# 0—  J 


since    I       hab  -  a  -  been  new  -  ly    born.    Who'll  jine       de        II  -  nion  ? 


§Hi 


I- &— 


I         '  '  t        t 


CABIN  AND  PLANTATION  SONGS.  221 

fflSBijoll  jine  tre  Simon  —  Concluded. 

I      love  for  to  see -a  God's  work  go    on,      Who'll  jine    de      U-nion? 


9-ife- 


— — J— — — r-\ — — p* 1 — t~ — 

I       '        i       i  .  ~  ~ 

2. 

Ef  ye  want  to  ketch-a  dat  hebbenly  breeze. 

Who'll  jine  de  Union  ? 
Go  down  in  de  valley  upon  yer  knees, 

Who'll  jine  de  Union  ? 
Go  bend  yer  knees  right  smoove  wid  de  groun', 

Who'll  jine  de  Union  ? 
An'  pray  to  de  Lord  to  turn  you  roun', 

Who'll  jine  de  Union  ? 
Cho.— Oh,  Hallelujah,  &c. 


Say,  ef  you  belong  to  de  Union  ban', 

Who'll  jine  de  Union  ? 
Den  here's  my  heart,  an'  here's  my  han\ 

Who'll  jine  de  Union  ? 
I  love  yer  all,  both  bond  an'  free, 

Who'll  jine  de  Union  ? 
I  love  you  ef-a  you  don't  love  me, 

"Who'll  jine  de  Union  ? 
Cho. — Oh,  Hallelujah,  &c. 

3. 
Now  ef  you  want  to  know  ob  me, 

Who'll  jine  de  Union  ? 
Jess  who  I  am,  an'  a-who  I  be, 

Who'll  jine  de  Union  ? 
I'm  a  chile  ob  God,  wid  my  soul  sot  free, 

Who'll  jine  de  Union  ? 
For  Christ  hab  bought  my  liberty, 

Who'll  jine  de  Union  ? 
Cho.— Oh,  Hallelujah,  &c. 


222 


HAMPTOX  AXD  ITS  STLDEXTS. 


a  great  (Camp^mectin'  its  tie  liromisetr  ILaitfr. 

"  This  hymn  was  made  by  a  company  of  Slaves,who  were  not  allowed  to  sing  or  pray  anywhere 
the  old  master  could  hear  them;  and  when  he  died  their  old  mistress  looked  on  them  with  pity, 
and  granted  them  the  privilege  of  singing  and  praying  in  the  cabins  at  night.  Then  they  sang  this 
hymn,  and  shouted  for  joy,  and  gave  God  the  honor  and  praise."  J.  B.  Towe. 


S+- 


_s  ^ fc p p ^_j r_ 


Oh  walk  to  -  ged  -  der,  chil-dron, 
Oh  talk  to  -  ged  -  der,  chil-dron, 
Oh    sing      to  -  ged  -  der,  chil-dron, 


_l 

rt         * 

fc 

S         N 

,              1 

N 

Oh 

j  i       n 

_  "Tf 

N 

J            s 

A 

L-T 

9 

'  *             9 

^          •    • 

^    •      * 

0 

t 

^'         0 

* 

_        5       #        _ 

\-\J 

9      •        #            J               9 

9 

« 

J 

™ 

-9- 

-0- 

"Walk  to  -  ged  -  der,  chil-dron, 
Talk  to  -  ged  -  der,  chil-dron, 
Sing      to  -  ged  -  der,     chil-dron, 


Dont  yer  get  wea  -  ry, 
Dont  yer  get  wea  -  ry, 
Dont      ver      get      wea    -    rv, 


m 


r         k.       fc     *     s     ^ 

S          ^        "**i       S       S        *       S 

\h\>    J\  >    '     '     *     *'   ' 

4      •       #           9       9      9         9         -+         9       ] 

?5- — 

Walk       to  -  ged  -  der,  chil-dron, 
Talk      to  -  ged  -  der,  chil-dron, 
Sing       to  -  ged  -  der,  chil-dron, 

Dont    yer     get     wea  -  ry,  Dere's  a 

l 0~— £ 0 — -—9 9 * 9 1 

c~\* 

7 

w       "\J            ~  -  y      v       1/      U     1 

m 


S  i    •  S  S      !        « 

■*■  ■*  i 

ip-meetin'  in    de  Promised  Land.  Gwine  to  mourn  an'  neb-ber 

S    - 

'- 0 9 9— r* *-'  -0 ^t — T [ 


i » 


CABIN  AND  PLANTATION  SONGS. 


223 


SI  great  <ttamp=mertin\— Concluded. 


f* *_! I l 

— 9 •  -  E* g'^z^y- 


-K 


t-Rv 


Dere's    a    great  camp-  meet  -  in'      in     tie 


-1-  0 
Promised 


mm 


Land. 


— J^z — * — -H-r-f 0 * 0  —  ^r — m—T-M ^-J» — o  -•-,-. 

f g? 0 »— p-» » * — -»  —  - # —  0 — \~\ i — »  "-] 


2. 

Oh  get  you  ready,  childron,  Dont  you  get 

weary, 
Get  you  ready,  childron, Dont  you,&c.  (bis. 
Dere's  a  great  camp-meetin'  in  de  Prom- 
ised Land. 
For  Jesus  is  a  cornin',  Dont  you  get,  &c, 
Jesus  is  a  cornin',  Dont  you  get,  &c,  (bis. 
Dere's  a  great  camp-meetin'  in  de  Prom- 
ised Land. 
Gwine  to  hab  a  happy  meetin',  Dont  you 

get  weary, 
Hab  a  happy  meetin',Dont  you  get,&c.  (bis. 
Dere's  a  great  camp-meetin'  in  de  Prom- 
ised Land. 
Cho.  —  Gwine  to  pray  an'  nebber  tire, 
Pray  an'  nebber  tire,  (bis. ) 
Dere's  a  great  camp-meetin'  in  de 
Promised  Land. 
3. 
Gwine  to  hab  it  in  hebben,  Dont  you,  &c. 
Gwine  to  hab  it  in  hebben.  Dont,  <fcc.  (bis. 
Dere's  a  great  camp-meetin'  in  de,  &c, 
Gwine  to  shout  in  hebben,  Dont  you  get 

weary. 
Shout  in  hebben,  Dont  you  get,  &c,  (bis. 
Dere's  a  great  camp-meetin'  in  de,  &c, 
Oh  will  you  go  wid  me,  Dont  you  get,  &c, 
Will  you  go  wid  me, Dont  you  get,&c, (bis. 
Dere's  a  great  camp-meetin'  in  de,  &c. , 
Cho, — Gwine  to  shout  an'  nebber  tire, 
Shout  an'  nebber  tire,  (bis.) 
Dere's  a  great  camp-meetin'  in  de 
Promised  Land, 


4. 
Dere's  a  better  day  cornin',  Dont  you  get 

weary, 
Better  day  a  cornin'.  Dont  you  get,&c. ,  (bis. 
Dere's  a  great  camp-meetin'  in  de  Prom- 
ised Land, 
Oh  slap  your  hands  childron,  Dont,  &c. 
Slap  yonr  hands  childron,  Dont,  etc.,  (bis. 
Dere's  a  great  camp-meetin'  in  de  Prom- 
ised Land. 
Oh  pat  your  foot  childron,  Dont  you  get 

weary, 
Pat  your  foot  childron,  Dont,  &c.s  (6m; ) 
Dere's  a  great  camp-meetin'  in  de  Prom- 
ised Land. 
Cho. — Gwine  to  live  wid  God  forever, 
Live  wid  God  forever,  (bis.) 
Dere's  a  great  camp-meetin'  in  de 
Promised  Land. 
5. 
Oh.  feel  de  Spirit  a  movin',  Dont  you,  &c. 
Feel  de  Spirit  a  movin',  Dont,  Ac ,  (bis. ) 
Dere's  a  great  camp-meetin'  in  de,  &c. 
Oh  now  I'm  get  in'  happy,  Dont  you  get 

weary, 
Now  I'm  gettin'  happy.  Dont,  &c .,  (bis, ) 
Dere's  a  great  camp-meetin'  in  de,  &c. 
I  feel  so  happy,  Dont  you  get  wreary, 
Feel  so  happy*  Dont  you  get  weary,"  (big. ) 
Dere's  a  great  camp-meetin'  in  de,  &c. 
Cho.— Oh,  fly  an'  nebber  tire, 

Fly  an'  nebber  tire,  (bis.) 
Dere's  a  great  camp-meetin'  in  de 
Promised  Land. 


224 


HAMPTON  AND  ITS  STUDENTS. 

©flotr  netos,  to  ffifjartot'a  comm'. 


S* 


CHORUS. 


" — * — *- 


# #- 


:i- * 


§§* 


Good  news, 
Good  news . . 


* — * — t? — ' 

de    char-iot's  com-in',  good  news, 


de 


££3=5=1 


m 


B *- 

1 — h 


-a — t^- 


ifczfc 


Good  news, 


good  news, 


-b— -* — *- 

—-9——M- 


~n — k — 0 #— ? 


good  news, 


-fs- 


cha  -  riot's  comin',  good  news 

±    £    #.  *  as   V. 

good  news, 


de    cha  -  riot's  com-in', 

4-        > 


— * *---^ ■       ,« 1. r — * 0 — 


n  -i,      fc 

N 

■S           b           S 

-X       ^ 

;#B2     ** 

j 

?           _P              V'              V 

v.      1"              •!  •        "s         s 

b 

C       \    a           '\  *         S           K 

£    1  ' :!:—*- — •-— - 

# 

tf        #        #        £ 

don' 

want 
J 

her  leave  a      me 
f       »        b        * 

5     ' 

be  -    hind.            Gwine   to 

XZ\»    i           \J 

w      5      i        i 

^=\t — £ 

— ^ — 

?       E       9       i* 

|^-> 

5     a     tf 

J      I-  *       :l:     ~ 

V        * 

V            V           \& 

-G-.  |j L >       's       s 

c       r^         -N 

p 

™ 

1 

W==$=$==^==^= 

P a*       • 

V1          a 
9            * 

w — - — * -~ 

get    up     in      de 

cha  -  ri  -    ot,       Car  -  ry 

me 

home, 

CV.  U                        -                     -r 

^t-                            — I 





CABIX  AXD  PLAXTATIOX  SOXGS.  225 

(gooi  iirto0,)c  Chariot's  comin'. — Concluded. 


4      ' 
9~ 


Get      up        in      de    cha  -    ri  -    ot,       Car  -  ry        me    home; 


12: 


g^E=^a 


9 * 


< N a, s ftj 0 0 — 0 


#— 5=^5==F=r?I=I5=z=«=£==*=t 


K 


Get    up      in      de     cba  -  ri  -      ot,        car  -  ry       me    home, 


.# m m t m t / -ft ft #. 


;e 


1st.         2d.  2>.c. 


v s.      D D S. c  v '         _v____ 


An'     I      don'  want  her  leave    a      me      be  -     hind. 
A      A       /      * f    •. «_ 


2  Dar's  a  long  white  robe  in  de  hebben  I  know, 
A  long  white  robe  in  de  hebben,  I  know, 

A  long  white  robe  in  de  hebben,  I  know, 
An'  I  don'  want  her  leave-a  me  behind. 
Dar's  a  golden  crown  in  de  hebben,  I  know, 
A  golden  crown  in  cle  hebben,  I  know, 
A  golden  crown  in  de  hebben,  I  know, 
An'  I  don'  want  her  leave-a  me  behind. 
Cho. — Good  news,  de  chariot's  comin',  &c. 

3  Dar's  a  golden  harp  in  de  hebben,  I  know, 
A  golden  harp  in  de  hebben,  I  know, 

A  golden  harp  in  de  hebben,  I  know, 

An'  I  don'  want  her  leave-a  me  behind. 
Dar's  silver  slippers  in  de  hebben,  I  know, 
Silver  slippers  in  cle  hebben,  I  know, 
Silver  slippers  in  de  hebben,  I  know, 
An'  I  don'  want  her  leave-a  me  behind. 
Cho. — Good  news,  de  chariot's  comin',  <S:c. 


226  HAMPTON  AXD  ITS  STUDENTS. 

Bon't  gc  bieto  tjat  sijip  a  come  a  sailht'. 


For  1st  verse  only. 


#T 


glE 


Dont    ye   view  dat    ship    a  come  a    sail  -  in'  ? 


=t 


urn 


Hal  -  le   -    lu   -    jab, 


y    - '          is  j  — r                >            -a      h  |    j 

._ 

— 1 -M 

fe— m—  -. — •— j—  2 #—■ j #— r 5— 0 *— L-# — 

^r—  •— t — # — L- * * — *- — #— i — #  — * — __ #_l_  # — _ 

Dont        ye     view    dat        ship        a    come    a        sail 

1 

— # — 

-  in'? 

—  #-v *— ' 

Dont        ye 

£\*       0       •           it       L    It             W       •           C      •         #          #             « L    » 

* 

*     '       S 

1              /        U        1              •          ^      >        V 

i 

i           • 

9 -J --K S-^ 1— ft 1 — S-4-- ' — ; — | g^ < — y — 

# I—I. 0- fc_ 0 #_l_*     ,_j ,        — U 

*  :     ih      ^       *      ♦        -f-        ■*-.* 

view      dat  ship  a        come      a         sail    -    in'  ?      Dont  ye 


dat 

±— zrp: 
? — r 


*±=* 


-S-r — - 


view    dat 


ship       a    come    a 


^EaEEEEjEEfeEEaEa1 

i     i     r    *  .  i        i 

sail  -  in?    Hal  -  le    -     lu    -    jab. 

gEE*EE*E=E»§E3pffi^KEEp3SEEl 

verses.  I  i 


For  2d  and  all  succeeding  verses. 


-0— 


Dat      ship     is         heav 


§>T 


load  -  ed,      Hal    -    le    -     lu    -    jah, 


!HElii^ElppIp 


CABIX  AND  PLANTATIOX  SOXGS. 

Bont  vt  btcto  trat  sfyip.— Concluded. 


22' 


EE #— :-  -5_L_# #_.r ,__;__£_, #— L_# _# #_. J — 4  — 


Dat 


ship 


heav 


load  -  ed, 


Dat 


9: 


• «_• S_  L_# «_  • 

•             0        •           • 

C 

zdE 

r 

r=rz: 


ship 


■K-* •* — i  — 4- - 

->, — # * — c 


^-v 


s 


heav 


* — '^ — rr 

load    -    ed,  Dat. 

I 


2 * « i #_a * 0- -* ± # ? !l_: 


^-*- 


# — — +  - — *— ^_-  - 


ship     is 
1^ # 1 E 


heav 


;  JJ"  Jjj  .J  x.  /trtqj-M  J  J,  j  |  II 


3E 


load  -  ed,     Hal  -  le 


hi 


^-f^f,-1-,'— r— ^P-r 


2  Dat  ship  is  heavy  loaded,  Hallelujah,  &c. 

3  She  neither  reels  nor  totters,  Hallelujah. 

4  She  is  loaded  wid-a  bright  angels,  Hallelujah. 

5  Oh,  how  do  you  know  dey  are  angels  ?  Hallelujah. 

6  I  know  dem  by  a  de'r  mournin',  Hallelujah. 

7  Oh,  yonder  comes  my  Jesus,  Hallelujah. 

8  Oh,  how  do  you  know  it  is  Jesus  ?  Hallelujah. 

9  I  know  him  by-a  his  shinin',  Hallelujah. 


223 


Oh, 


HAMPTON  AND  ITS  STUDENTS. 

5  tron't  feci  nr^toaps  ttrci, 


I         am 
Oh, ... . 
S 


I     am  seek-in'      for       a     ci  -  ty,         Hal  -   le     -    lu      -      jah, 
Oh, ....  bredren,  trab  -  bel  wid  me,        Hal  -  le     -    lu      -      jah, 


For 
Say. 


IIIiipp|iiipllIlPiiiM?ai 


seek  -  in' 
bred  -  ren. 


for  a         eit    -    y. 

trab    -    bel      wid      me  ? 


Hal    -    le     -    lu 
Hal    -    le     -    lu 


I 

jah, 
jah, 


' # 6. • * • #: 


m 


For 
Say. 


r       fc    s 

v        ft    -v      v      -x 

^ —  s             ,s 

-j£r      w^     &— >_ 

S N, 

* ^ w — 

___* *— |— J  T-* — #^_>— A 

5       5     L    #  •    #      -      *•      -\ 

cit  -  y 
will  you 

in   -   to      de   heav  -  en, 
go        a  -  long  wid     me  ? 

Hal  -  le      -      lu      -      jah, 
Hal  -  le       -      lu      -      jah, 

9:           -    - 

1 — __4=i — i* — i—  r^*  *  r  j 

ii 


* 


s.. 

-0- 


■±- 


m 


cit  -  y 
will     you 


P    5     « 


1H3 


m 

20 


de      heav  -  en, 
long    wid      me  ? 


Hal 

Hal 


lu     -    jah. 
lu    -    jah. 


3r— izzLg-7 g_z=*z=Szz3i g^rJz^ 


CffO. 


Lord,   I 


don't  feel  no    -    ways        ti    -    red,     Chil-dren, 


CABIN  AND  PLANTATION  SONGS.  229 

5  Tron't  feci  no^toag*  ttretr .— Concluded. 


hope    to    shout       glo  -  ry    when    dis      world    is       on           fi    -  ah, 
f-       -#- £ •*• *■ ■#■      _•*-__■*- 

p     P     !         •     ?      p      b       ?      ?     .         .•      V 


Chil  -  dren,        Oh, glo   -  ry        Hal    -    le    -    lu     -     jah. 

!ll_"_^ _> Is s N \_    __' ! 

=X_| 0 0 w w C .  UJ 

2  "We  will  trabbel  on  together,   Hallelujah,  (bis) 
Gwine  to  war  agin  de  debbel,   Hallelujah,  " 
Gwine  to  pull  down  Satan's  kingdom,  Hallelujah,  '* 
Gwine  to  build  up  de  walls  o'  Zion,  Hallelujah.      " 

Cho. — Lord,  I  don't  feel  no-ways  tired,  &c. 

3  Dere  is  a  better  day  a  comin',  Hallelujah,  (bis) 
When  I  leave  dis  world  o'  sorrer,  Hallelujah,  " 
For  to  jine  de  holy  number.  Hallelujah,  " 
Den  we'll  talk  de  trouble  ober.  Hallelujah.  " 

Cho. — Lord,  I  don't  feel  no-ways  tired,  &c. 

4  Gwine  to  walk  about  in  Zion,  Hallelujah,  (bis) 
Gwine  to  talk  a  wid  de  angels,  Hallelujah,  «* 
Gwine  to  tell  God  Taout  my  crosses,  Hallelujah,  " 
Gwine  to  reign  wid  Him  foreber,  Hallelujah.        «• 

Cho.  —Lord,  I  don't  feel  no-ways  tired,  &c. 


230 


HAMPTON  AND  ITS  STUDENTS. 


Bilr  gou  Ijear  mg  Jesus. 


its-  zsxzrs — i*=ivz^lz~* zx3 : 


> » — jj — «  -ii3 

? * —  a a   1-0  -J 


Ef    you  want  to    get     to     heb-ben,  cgme  a-  long,  come  a  -  long,  Ef  you 
Ef   you  want  to    see     de     an-gels,  come  a- long,  come  a  -long,  Ef  you 


m^ 


■9-     -9-     ■•-     -m-     -9-     -9- 


A - 


:|:z: 


xPdc — *- 


±zU 


:S=J=p=:iivzi=d 


want     to      get      to      heb  -  ben,  come     a  -  long,  come    a  -  long,     Ef  you 
want      to      see      de       an  -  gels,  come      a  -  long,  come    a  -  long,     Ef  you 


% 


-w w — ■ 


ii 


want      to       go      to      heb  -  ben,  come    a    -    long,  come        a    -  long, 
want      to      see      de      an  -  gels,  come    a    -    long,  come        a    -  long, 


P £ 


y— \ 


CHORUS. 

S        S        N 


S i— ^ 

: « g- 


-#, 9 9 *- 


Hear  ray    Je  -  sus  when  He   call  you.    Did  you  hear  my    Je  -  sus  when  He 
Hear  my    Je  -  sus  when  He   call  you. 


CABIN  AND  PLANTATION  SONGS.  231 

Btii  gou  Ijcar  mv  Jesus.— Concluded. 


call    you,    Did  you  hear  my      Je  -  sus  when  He     call    you,    Did  you 


^ # 0 — 0 — r-« *-  •- — * — * « £ — r-^> # — _ # —  # — . 

— ?— 1 F Ez=fezf=»— »--— g=g=z:b=4?HEt:^ii — fr— frzrj 


hear  my  Je  -  sus  when  He    call  you,  For  to  try  on  your  long  white  robe.  robe. 

:^F=u=P— ^— *— 5— 5— B- —  f= — &— g-"Fg— ?g=Ma8== ?=a4r-:-Ml 


2  Ob,  de  liebben  gates  are  open,  come  along,  come  along, 

Oh,  de  hebben  gates  are  open,  come  along,  come  along,  (bis., 

Hear  my  Jesus  when  He  call  you; 
Oh,  my  mother's  in  de  kingdom,  come  along,  come  along, 
Oh,  my  mother's  in  de  kingdom,  come  along,  come  along,  (bis., 

Hear  my  Jesus  when  He  call  you, 
I  am  gwine  to  meet  her  yander,  come  along,  come  along, 
I  am  gwine  to  meet  her  yander,  come  along,  come  along,  (bis., 

Hear  my  Jesus  when  He  call  you. 
Cho. — Did  you  hear  my  Jesus  when  he  call  you, 

Did  you  hear  my  Jesus  when  he  call  you,  (bis,, 
For  to  try  on  your  long  white  robe. 

3  Ef  you  want  to  wear  de  slippers,  come  along,  come  along, 

Ef  you  want  to  wear  de  slippers,  come  along,  come  along,  (bis. , 

Hear  my  Jesus  when  He  call  you; 
Ef  you  want  to  lib  forever,  come  along,  come  along, 
Ef  you  want  to  lib  forever,  come  along,  come  along,  (bis., 

Hear  my  Jesus  when  He  call  you; 
Did  you  hear  my  Jesus  calling,  "  come  along,  come  along," 
Did  you  hear  my  Jesus  calling,  "  come  along,  come  along."  (bis. 

Hear  my  Jesus  when  He  call  you. 
Cho. — Did  you  hear  my  Jesus  when  He  call  you, 

Did  you  hear  my  Jesus  when  He  call  you,  (bis., 
For  to  try  on  your  long  white  robe. 


HAMPTOX  AND  ITS  STUDENTS. 

Zion,  tocep  a-loto. 


CHO.  , 


»=§3E 

• 


-  0 L «- —  L-0 0 &- 

Zi  -  on,       weep  a  -  low,     Zi  -  on,       weep  a  -  low,        Zi  -  on, 

iiit;  1 

* %-^rwr-L—0 * * 


W=i~  S=t=i 


0 »~L 


•J  0~ 

weep     a   -  low,    Den  -  a       Hal    -    le  -  lu  -  jah        to  -  a      de    Lamb. 


te 


:       1 


:zS=^z:d=:z: 
p — 0 — • — 0 


w& 


My     Je  -  sus  Christ,  a  -  walk -in' down  de     heo-ben-ty     road,  Den    a 


1 


*— - — * — 5 — 0—^—^-0—0—0 — # — *- .  y  4 ■ j 


Hal  -  le  -  lu   -   jah      to  -  a    de  Lamb,     An'   out    o'  his  mouth  come  a 


___  »-•—»—» 0—j r — 


— S kr 


two-edged  sword,  Den   a  Hal   -    le  -  lu  -  jah       to  -  a      de     Lamb, 


2£ 


-0- —  0 r 


-F t? — ' — w~t~? — v — : 

r         9     j        .  • 


^ 


CABIN  AND  PLANTATION  SONGS.  233 

Zion,  torep  teloto— Concluded. 


Say,      what    sort  o'    sword    dat     you      talk  -  in'        'bout      Den      a 


3^-f~f-^—    t        ^S„i_-_i=:==:=:-z=_ 1 


#_±:_yL_t:___— Of 

Lamb,    I'm     t;Jk-in'      'bout    dat 


W  W W    , _ . , 

'--  f=t      1    j  f—  i     ,*■  Jz=pR 


2>C 


two-edged  sword,  Den  a       Hal  -  le  -  lu  -  jah       to  -  a   de  "Lamb.    Oh. 

■#•■#-   ■*•     -0- 
rv-T— r-*  '     9 — • 0—,-—-^—, T— , — 


*      I  .  -      -  t 

2  Oh,  look  up  yonder,  Lord,  a-what  I  see, 

Den  a  Hallelujah,  &c, 
Dere's  a  l"»ng  tall  angel  a  comin'  a'ter  me, 

Den  a  Hallelujah,  &c., 
Wid  a  palms  o'  vicatry  in-a  my  hand, 

Den  a  Hallrlujah,  &c, 
"VYid  a  golden  crown  a-placed  on-a  my  head, 

Den  a  Hallelujah,  &c.       Cho.— Oh,  Zion,  weep  a-low. 

3  Zion  been  a-weepin'  all  o'  de  day, 

Den  a  Hallelujah,  &c, 
Say,  come,  poor  sinners,  come-a  an'  pray, 

Den  a  Hallelujab,  &c, 
Oh,  Satan,  like  a  dat  huntin'  dog, 

Den  a  Hallelujah,  <te. , 
He  hunt  dem  a  Christian's  home  to  God, 

Den  a  Hallelujah,  &c.       Cho.— Oh,  Zion,  weep  a-low. 

4  Oh,  Hebben  so  high,  an'  I  so  low, 

Den  a  Hallelujah,  &c, 
I  don'  know  shall  I  ebber  get  to  Hebben  or  no, 

Den  a  Hallelujah,  &c. , 
Gwine  to  tell  my  brudder  befo'  I  go, 

Den  s  Hallelujah,  Ac, 
What  a  dolesome  road-a  I  had  to  go. 

Den  a  Hallelujah,  &c.      Cho.  — Oh,  Zion,  weep  a-low. 


2U 


HAMPTON  AND  ITS  STUDENTS. 


jstoeet  (Banaan. 

My  mother  used  to  tell  me  how  the  colored  People  all  expected  to  be  free  some  day,  and  how 
one  night,  a  great  many  of  them  met  together  in  a  Cabin,  and  tied  little  budgets  on  their  backs,  as 
though  they  expected  to  go  off  some  where,  and  cried,  and  6hook  hands,  and  sang  this  hvniu. 
CSO.  ALICE  DAVIS. 


3%r 


pi 


Oh,de  land  I  am  bouud  for,  Sweet  Canaan's  happy  land  I  am  bound  for,  Sweet 


m^mmms 


*-■*-■*- 


0—0~ 


#—  #-T-«> 


'J" ^ 


-#—#• 


HE^SEi3IS3 


jL~ JL" "JL 9     &  --JBL JL ~ —     -*— ■- 

Canaan's  happy  land    I    am  bound  for,  Sweet  Canaan's  happy  land,  Pray, 

^g~*— »— ,— 0— #— :fz:i#ziz^:z_  0  —  g-pir— ====£=z:zzr£q 

^—t — " — f — :? — # — * — 0~"?\& w f~Y.~0 — * — 0 — # — *        '■  H 

\f  V    V  ~P~H V    V  H —  -F— tlt^— V—Xr—\r- 


FIXE. 


TT * 0 — £ — J.     J^.  0 — *'  — * 0—0 P- 

give  me  your  right  hand.     Ofc 

llliiliiilliii 


Oh, 
Oh, 


my  brother,  did  you  come  for    to  help  me, 
my    sis  -  ter,   did  you    come  for     to  help  me, 

# 0-T 9  --!■— *— #— 


Oh, 
Oh, 


my  brother,  did  you  come  for   to  help  me,  Oh, 
my    sis  -  ter,   did  you  come  for     to  help    me,    Oh, 


my  brother,  did  you 
my    sis  -  tear,  did  you 


m 


-0 0 0- 


-0 0—i 


■*-  ■#- 


y=¥ 


I 


■0 »-+-»- 

lsl 


-0-—9 

■\0 0- 

V   V 

2d. 


n.  c. 


— 1-# — m      ^ 


-• — * — # — a 


come  for    to  help  me; 
come    for     to  help  me; 


!  I 

Pray,  give  me  your  right  hand,    your  right  hand. 
Pray,     &c. 


Note.— There  is  so  little  variety  to  the  verses  of  "  Sweet  Canaan  "  that  we  have  not  thought  it 
■worth  while  to  give  them  at  greater  length.  They  readily  sugge.-t  themselves,  and  seem  to  be 
limited  only  by  the  number  of  the  singer's  relations  and  friends. 


CABIN  AND  PLANTATION  SONGS. 

in  Jat  great  gtttin^up  fttornin'. 


235 


This  song  is  a  remarkable  paraphrase  of  a  portion  of  the  Book  of  Revelations,  and  one  of  the  finest 
specimens  of  negro  '-Spirituals."  The  student  who  brought  it  to  us,  and  who  sings  the  Solos, 
has  furnished  all  that  he  can  remember  of  the  almost  interminable  succession  of  verses,  which  he 
has  heard  sung  for  half  an  hour  at  a  time,  by  the  slaves  in  their  midnight  meetings  in  the  woods. 
He  gives  the  following  interesting  account  of  its  origin  : 

"  I  have  heard  niy  uncle  sing  this  hymn,  and  he  told  me  how  it  was  made.  It  was  made  by  an 
old  slave  who  knew"  nothing  about  letters  or  figures.  He  could  not  count  the  number  of  rails  that 
he  would  split  when  he  was  tasked  by  his  master  to  split  150  a  day.  But  he  tried  to  lead  a  Chris- 
tian life,  and  he  dreamed  of  the  General  Judgment,  and  told  his  fellow-servants  about  it.  and  then 
made  a  tune  to  it,  and  sang  it  in  his  cabin  meetings."  J.  B.  Towe. 


r    .:,..       _^_x      N       N  _n  _s     _* N 

r\     S     iN     h 

P^    0      *      *    J    0      *'     • 

me99        a         I     I    J        m       &    ' 

9      °                       9        -it9.        Cs 

I'm  a  gwine  to  tell  you  bout  de 

coruin'  ob  de  Sav-iour;  Fare-you-well, 
i   e      #      ■"■  q 

-N— N- 


i — »    J,  J     id- 


s    s    I 


±=±=i=M=\ 


Fare-you-well.  I'm  a   gwine  to  tell  you 'bout  de  com  -  in     ob  de  Saviour; 
t—  c 


S     N     I 


^^K--t=5^^F^ 


-v    ~v 
Fare-you-well.  Fare-you-well.  Dar's  a  bet-ter  day  a  comin';  Fare-you-well, 


iiPi^liiliiii 


^m 


5=2 


0 — a <^— J 


^•mum 


~9~     it      sr 
Fare-you-well;  "When  my  Lord  speaks  to   HisFa-der;  Fare-you-well, 

J2- 


236  HAMPTON  AND  ITS  STUDENTS. 

jgn  trat  great  gittiustip  £Boxnin\— Continued. 


m 


S       N 


-0 0- 


*H P> P U-J * I—, n 


Fare -you  -  well.  Tired   o'    bear -in     for  poor  sin-ners;     Fare  -  yon  -  well, 


rq= — - — F^ 


n l 


—  Y-* 


M=s=]=%M 


Fare -yon  -  wtil.       Ob,  preachers,  fold  vonr  Bi  -  bles;   Fare  -  you- well; 

•0-         -0-       -*&~ 
-0 0- 


1 ^ — 


§Hb    ' 


Sf 


lo  more;  Fare-you-well.  I'are-you-wdl, 
ri ^ — ^-r# —  # — ^-3 


Fare-you-well;  Prayer-makers  pray  no  more;  Fare-you-well.  1'are-you-wdl, 


^s=^e[;eeez 


I 


SE*z==^ 


_J — > 


#— — #- 


£^ 


1 


For       de      last     soul's  con-vert  -  ed;  Fare  -  you-  well,  Fare  -you-well; 


m 


j- 


i | > .^ | 


For      de     last   soul's  con-vert -ed;   Fare-you-well,    Fare-you-well. 


it?: 


S 


-<2— 


— 0 0 


=W 


CABIN  AND  PLANTATION  SONGS.  237 

In  trat  great  gittin^up  £Boxnin\— Concluded. 


CHOR  VS. 


In    dat  great  get  -  tin  -  up  morn-in;  Fare  -  you  -  well,  Fare-you  -  well, 


9^2  =s 


-p« — g— *— fc-g— « i- 


tf-& 


2 , 1 


f- 


"*~ F 


In    dat  great    git  -  tin  -  up   morn  -  in' ;  Fare- vou- well,  Fare-you-welL 

±l  t:     £     t.       i       :        I       !       I       i 


2.  Dere's  a  better  day  a  comin', 

3.  When  my  Lord  speaks  to  his  Fader, 

4.  Says,  Fader,  I'm  tired  o'  bearin', 

5.  Tired  o'  bearin'  for  poor  sinners, 

6.  Oh  preachers,  fold  your  Bibles, 

7.  Prayer-makers,  pray  no  more, 

8.  For  de  last  soul's  converted. (bis)Cho. 

9.  De  Lord  spoke  to  Gabriel. 

10.  Say,  go  look  behind  de  altar, 

11.  Take  down  de  silver  trumpet, 

12.  Go  down  to  de  sea-side, 

13.  Place  oue  foot  on  de  dry  land, 

14.  Place  de  oder  on  de  sea, 

15.  Kaise  your  hand  to  heaven, 

16.  Declare  by  your  Maker, 

17.  Dat  time  shall  be  no  longer,  {bis)  Cho. 

18.  Blow  vour  trumpet,  Gabriel. 

19.  Lord,  how  loud  shall  I  blow  it  ? 

20.  Blow  it  right  calm  and  easy, 

21.  Do  not  alarm  my  people, 

22.  Tell  dem  to  come  to  judgment,  {bis) 

Cho. 

23.  Den  you  see  de  coffins  bustin', 

24.  Den  you  see  d3  Christian  lisin', 

25.  Den  you  see  d  s  righteous  marchin', 

26.  Dey  are  marchin'  home  to  heaven. 

27.  Den  look  upon  Mount  Zion, 

28.  You  see  my  Jesus  comin' 

29.  Wid  all  his  holy  angels. 

30.  Where  you  runniu',  sinner? 


31.  Judgment  day  is  comin'.   {bis)  Cho. 

32.  Gabriel,  blow  your  trumpet, 

33.  Lord,  how  loud  shall  I  blow  it  ? 

34.  Loud  as  seven  peals  of  thunder, 

35.  Wake  de  sleepin'  nations. 

36.  Den  you  see  poor  sinners  risin'. 

37.  See  de  dry  bones  a  creepin',  Cho. 

38.  Den  you  see  de  world  on  fire, 

39.  You  see  de  moon  a  bleedin', 

40.  See  de  stars  a  fallin', 

41.  See  de  elements  meltin', 

42.  See  de  forked  lightnin', 

43.  Hear  de  rumblin'  thunder. 

44.  Earth  shall  reel  and  totter, 

45.  Hell  shall  be  uncapped, 

46.  De  dragon  shall  be  loosened. 

47.  Fare-you-well,  poor  sinner.  Cho. 

48.  Den  you  look  up  in  de  heaven, 

49.  See  your  mother  in  heaven, 

50.  While  you're  doomed  to  destruction. 

51.  When  de  partin'  word  is  given. 

52.  De  Christian  shouts  to  your  rain. 

53.  No'mercy'll  ever  reach  you,  Cho. 

54.  Den  you'll  cry  out  for  cold  water, 

55.  While  de  Christian's  shoutin'  in  glory, 

56.  Savin'  amen  to  your  damnation, 

57.  Den  you  hear  de  sinner  savin', 

58.  Down  I'm  rollin',  down  I'm  rollin', 

59.  Den  de  righteous  housed  in  heaven, 

60.  Live  wid  God  forever,  {bis. )  Cho. 


238 


HAMPTON  AXD  ITS  STUDENTS. 


giHalfc  gou  in  tie  Higljt 


— ^ —  0  _ . 


-w  — w 
> — w 


-^#-r ^s^-3 


Walk       you      in         de      liglit,     Walk       you      in         de     light, 


SiiEit 


0- 


::i* •. 


;=fel3^H 


Walk       you     in        de      light,       Walk-in'    in    de   light     o'     God, 

_ — . — 0 — • — , — 9—± — 0 — 0 9 —  0 — 0 — 0 — 0 —  — 0 — 

I  V        ¥  V      i  1/ 


isi 


S^ 


JtL 


2d. 


-mm 


*£ 


"9— * 

Oh,  chil  -  dren.     God.  Oh,      chil-dren,  do    you    think  it's  true, 

Yes,  He  died    for  me  an'  He  died    for  you, 


1 


:9^^" t tf:F= 


^?jc 


li 


i*>  ft  ft  ft  ft-^-js-J 


N        S      S      N        N        v     5* 


^r^^?gE3 


Walkin'  in  de  light  o'   God,  Dat     Je  -  sus  Christ  did    die     for  you, 
For  de  Ho  -  ly    Bi  -  ble    does    say  so, 


$  V  ' 


CABIX  AXD  FLAXTATIOX  SOXGS.  239 


2d.     KD.C.dalCho. 


JKKalfe  pu  in  Xre  ILtgijt  —  Concluded 

-Mrbrizr — s  —  z*s K n~~ ~N ^  — t ;  —  r  — * ~  — 9. 11 

EKi-2  —  * *  — * * *~~"T — ^ — "*" "  n 

"Walk  -  in'      in       de    light       o'  God,  Oh,      chil    -    dren. 

M.         M.         JL         Ji.  M.  .*. 

§);2  ^-0--0-zi0--0Zi-0— -^— i=r— Hz=^zzz:*z:=i=zz:JJ 


2  I  think  I  heard  some  children  say, 

Walkin'  in  de  light  o'  God, 
Dat  dey  neber  heaid  de'r  parents  pray, 

Walkin'  in  de  light  o'  God. 
Oh,  parents,  dat  is  not  de  way, 

Walkin'  in  de  light  o'  God, 
But  teach  your  children  to  watch  an'  pray, 

Walkin'  in  de  light  o'  God. 

Cho. — Oh,  parents,  walk  you  in  de  light, 

Walk  you  in  de  light,  walk  you  in  de  light, 
Walkin'  in  de  light  o'  God. 

3  I  love  to  shout,  I  love  to  sing, 

Walkin'  in  de  light  o'  God, 
I  love  to  praise  my  Heavenly  King, 

Walkin'  in  de  light  o'  God. 

Oh,  sisters,  can't  you  help  me  sing, 

1        Walkin'  in  de  light  o'  God, 

For  Moses'  sister  did  help  him, 

Walkin'  in  de  light  o'  God. 

Cho. — Oh,  sisters,  walk  you  in  de  light,  &c. 

4  Oh,  de  heavenly  Ian'  so  bright  an'  fair, 

Walkin'  in  de  light  o'  God, 
A  very  few  dat  enter  dere, 

Walkin'  in  de  light  o'  God. 
For  good  Elijah  did  declare, 

Walkin'  in  de  light  o'  God, 
Bat  nothin'  but  de  righteous  shall  go  dere, 

Walkin'  in  de  light  o*  God. 
Cho.— Oh,  Christians,  walk  you  in  de  light,  &c. 


240 


HAMPTON  AND  ITS  STUDENTS. 


jrtoeet  turtle  Sobe,  or  Jerusalem  iKornin', 

pp  1st,  Uh  and  8tk  verses  only. 

_S 1  _ — _  _>, — s — ! ■ — is. 


i2±^ 


-V— #-.-- 

~9.  9~  »' 

~9 


T.-9 9 * 


1  Sweet  tur  -  tie  dove,    she    sing  -  a      so     sweet,  Mud-dy    de    wa-  ter, 


^-9-^-0 


.9 9. 

f 0- 


^m 


I 


— fr 9, * 9  9 9, 9 ~ ~\ 

'9. 9  9  9 9 9 9 ' H 


so     deep,      An'    we         had      a        lit  -  tie  meet  -  in' 


Q._ 9 <S? 0 9  ,      0 9 9 0 9 9 9  *  - 

— ?  J=IZ~=Lr        y——z — I— £z=£z==^==5:===r^==£z=l:£==S: 


9ZZ3IZ9ZsZzA 


in, 


A  -    for      to 


hear      Ga   -   bel's  tram  -  pet    sound. 


P^Ti—, 9 0\ 0 0 0 , f 0 ■'- 


m 


CHORUS. 


rw-i—i — 9      0      w—y. r       *^~0 — I 


Je  -  ru  -  sa  -  lem  morn   -  in',      Je  -  rn  -  sa  -  lem   morn  -  in'     by       de 


V 


r  '            I 

!          j           1 

S7\ 

jfjp                &         #~    b    i 

— 0 9 w J— 

-J  "- 

~—& : 

•>               9 

light,  Don't  you    hear 

Ga  -  bel's 

9             9            9            9 

tram-pet      in       dat 

9             9-- 

.  f — 

morn 

in'? 

c\m  u                     •       ? 

'                f   •        »       '5  ■      « 

' — ^=^ —& — 

I  *     P                        /-5 

<?        •    \    9        w        0        r 

7        0          • 

: 

■ 

-f—m~ 

CABIN  AND  PLANTATION  SONGS. 

irtoeet  Cuttle  Bobc. — Concluded. 


241 


SOLO. 


:**—  *=ztr—=rz 


2  Old     sis  -  ter  Win  -  ny,    she    took    her    seat,       An'    she    want    all 


de  mem  -  bers  to    fol  -  ler    her,     An'    we    had    a      lit  -  tie    meet-in' 


Dal.  Cho. 

mm 


(Solo. 


de    morn  -  in',      A  -  for    to      hear    Ga  -  bel's   tram-pet  sound. 


2  Ole  sister  Hannah,  she  took  her  seat, 

An'  she  want  all  de  member  to  foller  her; 
An'  we  had  a  little  meetin'  in  de  mornin', 

A-for  to  hear  Gabel's  trumpet  sound. 
Cho. — Jerusalem  mornin',  &c. 

3  Sweet  turtle  dove,  she  sing-a  so  sweet, 

Muddy  de  water,  so  deep, 
An'  we  had  a  little  meetin'  fea  de  mornin', 

A-for  to  hear  Gabel's  trumpet  sound. 
Cho. — Jerusalem  mornin',  &c. 

)  5  Ole  brudder  Philip,  he  took  his  seat, 

An'  he  want  all  de  member  to  foller  him, 
An'  we  had  a  little  meetin'  in  de  mornin,' 
A-for  to  hear  Gabel's  trumpet  sound. 

Cho. — Jerusalem  mornin',  &c. 


(Solo.  )  6  Ole  sister  Hagar,  she  took  her  seat, 

An'  she  want  all  de  member  to  foller  her, 
An'  we  had  a  little  meetin'  in  de  mornin', 
A-for  to  hear  Gabel's  trumpet  sound, 
Cho. — Jerusalem  mornin',  &c. 

(Solo.)  7  Ole  brudder  Moses  took  his  seat, 

An'  he  want  all  de  member  to  foller  him, 
An'  we  had  a  little  meetin'  in  de  mornin', 
A-for  to  hear  Gabel's  trumpet  sound. 
Cho. — Jerusalem  mornin',  &c. 

8  Sweet  turtle  dove,  she  sing-a  so  sweet, 
Muddy  de  water,  so  deep, 
An'  we  had  a  little  meetin'  in  de  mornin'. 
A-for  to  hear  Gabel's  trumpet  sound. 
Cho.— Jerusalem  mornin',  &c. 


9iq 


HAMPTOX  AND  ITS  STUDENTS. 


©ttreon's  BanTr;    or,  J3e  mtlfetoijftc  Worses. 

The  explanation  which  has  beeu  given  tts  of  the  origin  of  this  curious  hymu  is,  we  think,  in- 
valuable as  an  example  of  the  manner  in  which  external  facts  grew  to  have'a  strange  symbolical 
meauing  in  the  imaginative  mind  of  the  negro  race. 

In  a  little  town  in  one  of  the  Southern  States,  a  Scriptural  panorama  was  exhibited,  in  which 
Gideon's  Baud  held  a  prominent  place,  the  leader  being  conspicuously  mounted  upon  a  white 
horse.  The  black  people  of  the  neighborhood  crowded  to  see  it,  and  suddenly,  and  to  themselves 
inexplicably,  this  swinging  "Milk-White  Horses  »'  sprang  up  among  tbem,  establishing  itself  soon 
as  a  standard  church  and  chimney-corner  hymn. 

r=7~--2—  * j 0n—0—0-±-0 o — 0-^—0 — 0  \-0 — •  —  # T— #— #-J 

1 4,  ■r—<=P »»rss? J-»-  ~9 9^—0     0l 

Oh,  de   band  ob    Gid  -  e  -  on,  band  ob    Gid  -  e  -  on,  band  ob    Gid  -  e  -  on, 
Oh,  de  milk-white  hor  -  ses,  milk-white  hor  -  ses,  milk-white  hor  -  ses, 

.# £_  «-i_t#_#_T_# 0 fLUe #_ 

V~T~A 


CV-T^ qZ ~  ~T~  ;       ~  |-  y~:  I7T~  ;  r 


3=3==i=fc3— 3— =i=3&= Ed  =Z= E==3EE 

0——4 0 — ]— # 0  —  #-v-#-  m-\—m 0 #T— #— #— 

0        m 9—  —w 0 «.—#—#—     » 0 »•—#—#- 


in       Jor  -  dan,     Band   ob      Gid  -  e  -  on, 
'a       Jor  -  dan,     Milk  white    her   -    ses, 


band   ob      Gid  -  e  -  on, 
nrlk-whitc     hor   -   ses, 


m 

0 — 1_ — 


ifct-t-i. 


m 


—is — I 


DJJET. 


w-\ \\  0 — \-~-&— — 0 — 0  — F-f — ig- 


to     see   dat     da  v.    ].  I      hail 


=rF_  r 

to    my      sis  -  ter,     my 


wmmm 


:nz: 


— tiffi 


2: 


i^^rte^gE] 


she  bow  low,     Say,    don't  yon  want  to    go       to  heb  -  ben, 


H 


CHO. 


N  _N 


-X — K- 


How  I       long    to  see  dat 


0-0  —  F*-' — *-S-  M - t4-;-l-:—  ^-i-a— ~ — f  ^- *^--»-#~ 

day.       Oh, 
Oh,. 


twelve  white    hor    -    ses, 
hitch'em  to  the  cha  -  ri  -  ot, 


w 

~7 


rzrc: 

0—0- 


CABIN  AND  PLANTATION  SONGS.  243 

<Ktocon'S  Bantt  —  Concluded. 


-r-> \ 1 —  m-  r  -  -J|- 

9 — #-+-#:—  J— • #- 

twelve  white  lior    -    bos,    twelve  white    hor    -    ses      o  -  ber  iu    Jor-dan, 
hitch'eni  to  de  cha  -  ri  -  ot,  hitch'em  to  de  cha  -  ri  -  ot       o  -  ber  in    Jor  -  dan, 


V— ?-i^_ i/ 


'— )/- — 0—i — l-?-b-U-?—U—# 1-*- 


9 — 0—0—9—0— #T- #-«-{-#  -#—#—#— #-T-#-#  +-#—#• — #  *.  .tw_l #-i4-<-fB 

r — ^9—9^9— #■•-#■  *-    0^1-9^9— r --9-9    — ■ —»■•—• — M 

Twelve  white  hor  -  ses,  twelve  white  hor  -  ses,  Howl     long  to  see  dat  day. 
Hitchem  to  the  chariot,  hitch'em  to  the  chariot,    How  I    long,  &c. 

J- L  y J #_A  J  J 


V-i/-V  ^  SE—ffi 


2  Duo.— I  hail  to  my  brudder,  my  brudder  he  bow  low, 

Say,  don't  yon  want  to  go  to  hebben  ? — 

How  I  long  to  see  dat  day  ! 
Cho. — Oh,  ride  up  in  de  chariot,  ride  up  in  de  chariot, 

Eide  up  in  de  chariot  ober  in  Jordan  ; 
Ride  up  in  de  chariot,  ride  up  in  de  chariot—. 

How  I  long  to  see  dat  day ! 
It's  a  golden  chariot,  a  golden  chariot, 

Golden  chariot  ober  in  Jordan  ; 
Golden  chariot,  a  golden  chariot — 

How  I  long  to  see  dat  day  ! 

3  Duo. — I  hail  to  de  mourner,  de  mourner  he  bow  low, 

Say,  don't  you  want  to  go  to  hebben  ?— 

How  I  long  to  see  dat  day  ! 
Cho. — Oh,  de  milk  an'  honey,  milk  an'  honey, 

Milk  an'  honey  ober  in  Jordan  ; 
Milk  an'  honey,  milk  an'  honey — 

How  I  long  to  see  dat  day  ! 
Oh.  de  healin'  water,  de  healin'  water, 

Healin'  water  ober  in  Jordan  ; 
Healin'  water,  de  healin'  water — 

How  I  long  to  see  dat  day  ! 


0:U 


HAMPTON  AXB  ITS  STUDEXTS. 

33z  Hixmcx'll  soon  be  ©ber. 


*/  «  •  4-     w      *     *     *  *     0     *     0  0 — * * — ' 


win  -  ter,  win  -  ter 

Ob     de    win  -  ter,  de 

S 


win  -  ter,  win  -  ter, 
win  -  ter,  de 


_,  m 


winter*ll  soon  be 

0 0 «_«^_ 


i       !       • 


win  -  ter,  win  -  ter, 

o   -  ber,    chil  -  dren.     de   win  -  ter,  de     win  -  ter,  de 


0 fi?_ 

:izz:s: 


win  -  tcr'll  soon    be 


9y  L      L      » .   V 


win  -  ter, 
ber.  chil  -  dren,  de     win  -  ter,  d; 


^     ' 


/5> #-r— X 

m        m        m     W 


3t=b 


22IZD 


win  -  ter, 
win -ter,  de   win-ter'll  soon  be      o  -  ber,  children,  Yes,  my   Lord: 

JL     .5L   •  A     A     •*£     A     «.     t      .      ^.     «.    A 


-r*T  _-§■•  ♦ 


Hl^ 


.» 


IIP 


On     look  np  yon-der  what  I    see.  Bright  angels  com-in'    ar  -  ter    me. 


/g    <g  .» 


^-  42- 


I 


2  I  turn  my  eves  towards  de  sky.  3  Oh  Jordan's  ribber  is  deep  an'  wide, 

An*  ask  de  Lord  for  wings  tony:  But  Jesus  stan'  on  de  hebbenly  side; 

If  you  get  dere  before  I  do.  An"  wheu  we  get  on  Canaan's  shore, 

Look  out  for  me  Tin  comin'  too.  Cho.   We'll  shout,  an'  sing  forebber  more.  Cho. 


CAB IX  AXD  PLAXTAT10X  SOXGS. 

l\rrp  i&c  from  sinfctn'  Doton. 


243 


■54 #i— #  -#-.  -«E5F F #— i — *  •  F*g— — # — 

Oh     Lord,    Oh  my  Lord  !   Oh     ruy  good  Lord!  Keep  me  from  sink-in' 


^ 


S 


-4- ft 


_s 


:^~  I— ^rl 


down, 


Oil  mv  Lord.     Oh         mv  good  Lord.  Keep  me  from  sink-in' 

JL  '  JL   JSL         jO.  A.       JL*    &.  ' 


^ 


f : 


iiigiidfii 


Oh     Lord, 


2nd. 


'  *  ;  * 

~    Fine. 


down. 


down,     Keep       me        from      sink   -  in' 


down.  I 

I 


5 — #  ---#- 


tell     you  what      I     mean      to     do,     Keep     me  from    sink  -  in'    down, 
bless    de  Lord    I'm  gwine     to     die.    Keep     me  from    sink  -  in'    down. 


m 


-0  t  ■  * — *- 


D.C. 


eep  me  from  sink  -  in'  down, 
eep  me  from  sink -in' down. 
0 — — — 1 — 0 — « £_•    _^ — ^ 


I      mean     to     go     to    heb  -  ben  too.    Keep   me    from  sink  -  in'  down 
I'm   gwine    to  judgment  by      an'    by.     Keep  me    from  sink -in' down. 


-0— ? — r 


246  HAMPTON  AND  ITS  STUDENTS. 

?£cat  ire  angete  singm', 


CHO. 
.Jl  Jl_— J-I — | 1 _ #_ ,_!-  #_ # S,-# 1 -I — - — I— 0— m 1 — 


-#  — •- 


Oh,  sing  all    de   war,       sing   all        de  way,    Sing  all  de  way, my  Lord, 
: — ?-4--» -trf  ~» — »— »--rrT-^-^—  £ -fctz ^ 3>~  f — f—T~T~*~^ 


SOJLO. 


_# 

#_ 

£ 

— # — 

o — 

-S- 

-w- 

?- 

up 

to 

Heb-ben, 

sus 

IS 

on  - 

a 

tians 

take 

dlin' 

on 

2  Now  all  things  well,  an'  I  don't  dread  hell; — 

Hear  de  angels  singin', 
I  am  goin'  up  to  Hebben,  where  my  Jesus  dwell; — 

Hear  de  angels  singin'. 
For  de  angels  are  caUin'  me  away,  — 

Hear  de  angels  singin', 
An'  I  must  go,  I  cannot  stay,  — 

Hear  de  angels  singin'.  Cho. — Oh,  sing,  &c. 

3  Now  take  your  Bible,  an'  read  it  through, — 

Hear  de  angels  singin', 
An'  ebery  word  youll  find  is  true; — 

Hear  de  angels  singin'. 
For  in  dat  Bible  you  will  see, — 

Hear  de  angels  singin', 
Dat  Jesus  died  for  you  an'  me, — 

Hear  de  angels  singin'.  Cho.  —Oh,  sing,  &c. 

4  Say.  if  my  memory  sarves  me  right, — 

Hear  de  angels  singin', 
Were  sure  to^hab  a  little  shout  to-night, — 

Hear  de  angels  singin'. 
For  I  love  to  shout,  I  love  to  sing, — 

Hear  de  angels  singin', 
I  love  to  praise  my  Hebbenly  King,— 

Hear  de  angels  singin'.  Cho.— Oh,  sing,  &c. 


CABIX  AND  PLANTATION  SONGS. 


>2±; 


I-'be  irrn  adist'mng  all  He  Xtgljt  long. 


=a 


I— *T»^ #— §.— r:  *  * 

I've  been  a     list'ning   all        de  night  long,  Been  a      list'ning  all         de 


-z ^-^i  --— *-- *— =jS 


0 #_*___* : #_#___#_ 

cy-ft-a— '-: — 1 — HFr — r — f  *  rTf   r — »  »Tfr 


I 


day,  I  ve  been  a   list'ning  all      de  night  long,  To  hear  some  sinner    pray. 


^ 


:2- 


Some    said   that   John,  de   Bap  -  tist,      Was  noth  -  in'     but      a    Jew, 


» 


S 


1? 


I>.  c. 


" «— «-f-« — -9 — 0- — 0— b— *— g    0-±0 — 0 — -       *  h— ^ — H 

-+     w  -0-      ■* 


But  the   Bi  -  ble  doth  in  -  form  us        Dat  he    was    a  preacher      too. 


m 


2. 

Go,  read  the  fifth  of  Matthew, 
An'  a  read  de  chapter  thro', 

It  is  de  guide  to  Christians, 
An'  a  tells  dem  what  to  do. 
Cho.  — I've  been  a  list'ning,  <fcc. 


3. 

Dere  was  a  search  in  heaven, 
An'  a  all  de  earth  around, 

John  stood  in  sorrow  hoping 
Dat  a  Saviour  might  be  found. 
Cho.— I've  been  a  list'ning,  &c. 


248 


This 
of  the  a 


CABIN  A ND  PLANTATION  SONGS. 

Uaftgton's  jfallin'. 

is  is  often  usod  in  Hampton  as  a  Marching  song,  and  is  quite  effective  when  the  two  hundred  students  are  filing  out 
ssembly  room  to  its  spirited  movement.     We  recommend  it  for  similar  use  to  Schools  and  Kindergartens. 

~^r-j*— j— HH*^— ^ — fr-fr-r-* — -ft -n 

— F-* — p.H-» — # — w — * — #— #-F-g « — * — A 

Pure    cit  -  y,        Bab  -  y  -  Ion's  fall  -  in',  to    rise      no    more, 

!«P>  m  m      .  _  -P-         -P-  -P-  -P-  -P- 


m^^=M 


-& — 5~ 


* 9- 

9  0- 


Pure    cit  -  y,  .    Bab -y- Ion's  fall  -  in',    to      rise     no    more. 


P- 


CHORUS. 

N 


4/-+- d— h-K \ K— ^ — -E-|— N K— — — -^-F-N s N • ^ M 

gtr     J\w\ — *m?    9.  ■  i — y— Ffl — * — * — i—Fpp— #?—>{ — i — #— -FH 

*  -9-       -P-       -#■  *         #  ^       -P       -P- 

Oh,  Bab  -  y-lon's  faU-in',  fall  -  in',  fall-in',  Bab-y  -  Ion's  fall-in'     to 

I?     ^     l> 


j  **■      +■      *0> 

rise     no    more,  Ob,  Bab  -y  -Ion's   fall  -  in',  fall  -  in',  fall  -  in', 


-0 — __i — 


3=B=S: 


-p — p- 
-5 — £: 


$ 


-Jy-jR^— * — SB  -i — E»  — " — * — * 


Bab  -y  -Ion's  fall  -  in'    to    rise  no  more.     Oh,  Je  -  sus    tell    you 

If    you    got   dere   be  - 

_>  jf;_p 


t>: — p — p — * 


.£=g=g__y. 


#_p. 


s 


II 


-S- 


HAMPTON  AXD  ITS  STUDENTS.  240 

Uaftglon's  JfaHttt'.— Concluded. 

:rzzc-g:zzgz_rgz-~«       #z=:*z.c=3  —~  gz— rp>— bzz gznd 


> i. 


once     be  -  fore,  Bab  -y  -Ion's  fall  -  in'    to     rise     no    more;      To 
fore     I        do,     Bab -y -Ion's  fall-  in'    to     rise     no    more;     Tell 


ife 


t:g:=g— =^grr g^^g—-— fc^— : 


I>al  Sey.  Clio. 


j1  •   JrT~H-j-ts—^- -ft— fc-|-  n   !-  ~»;;fl 


go     in  peace  an' sin  no  more;  Babylon's  fall   in'    to   rise  no  more, 
all  my  friends  I'm  coram'  too;  Babylon,  &c. 


^ 


ff—fi—0 _ F m 0 

mm- 1  H»  — • 0 & 0 0 0-1- 


V 


Sc  qU  Bxk  a^mohran'  W.on^ 


|    1st. 


pH — s — 


Jes'    wait     a      lit  -  tie  while,  I'm  gwine  to     tell    ye  'bout  de        ole     ark, 
De        Lord         told        No  -  ah  tor     to     build  him     an  [  Omit.  ] 


r\  ifc     2nd- 

1  V  ftl*       v.            1 

1                                                                     •   1 

^-~=t^- 

fc. 

it         V         w.         S         N            ,\       '  -S         IS         h            *  1 

> 

ole    ark,      De     ole    ark 

-i.-i—*—i—ib'r-i—'r-*-jLd 

a  -  mov  -  er  -  in',     a  -  mov  -  er  -  in'      a  -  long, 

:- 

—  0—0 — 

r-0 0 — 

— # — • *- — 0—\-- — 0 — i 0-  :-j 

0                     1     #               !•       p       i     •  1 

u 

V 

3S 


EgEEp 


3«— b-U^-ji_  k   k   r-rj 

',     a-mov 

— # — r0 


-•■•#■-#■ 

Oh  de  ole  ark     a  -  mov  -  er  -  in',     a-mov  -  er  -  in',      a  -  mov-er  -  in',  De 

- S 


!        I        0      m — I      %    I 

m — i — h — ^ — £ — £-J 


250 


CABIN  AND  PLANTATION  SONGS. 


50e  olt  &rft  a^mobmn'  along*— Concluded 

Omit  in  the  last  verse, 


For  the  last  verse  only: 

fjjvjs. 

^           V           ».                             11 

i              S            IS                 11 

rm  ^    iv        1           :N-       '         i^      J       m 

P             m               ■                                   11 

yv-v        \        J                    *          '        *        f 

F             #             #             J                     II 

Oie      ark        a  -  mov  -  er    -  in ,      a  -  mov  -    er    -    in          a    -    long. 

N                   )N       JS           !S           N           N        * 

f^^-0  — ; — * — t  —^ — t — *— 

~t f * * 5—11 

^  ''fl  *                          f         !       f       y 

^          U          i                   II 

i_JLl, — l u — l — * — ^ — — 

2  Den  Noah  an'  his  sons  went  to  work  upon  de  dry  Ian', 

De  oie  ark  a-moverin',  &c, 
Dey  built  dat  ark  jes'  accordin'  to  de  comnaan', 

De  oie  ark  a-moverin',  &c, 
Noah  an'  his  sons  went  to  work  upon  de  timber, 

De  oie  ark  a-moverin',  &c, 
De  proud  began  to  laugh,  an'  de  silly  point  de'r  finger, 

De  oie  ark  a-moverin',  &o. 
Cho. — De  oie  ark  a-moverin',  &c. 

3  When  de  ark  was  finished  jes'  accordin'  to  de  plan, 

De  oie  ark  a-moverin',  &c, 
Massa  Noah  took  in  his  family,  both  animal  an'  man, 

De  oie  ark  a-moverin,  &c, 
When  de  rain  began  to  fall  an'  de  ark  began  to  rise, 

De  oie  ark  a-moverin',  <£rc, 
De  wicked  hung  around'  wid  der  groans  an'  de'r  cries, 

De  oie  ark  a-moverin,'  &c. 
Cho. — Oh  de  oie  ark  a-moverin,  &c. 

4  Forty  days  an'  forty  nights,  de  rain  it  kep'  a  fallin', 

De  oie  ark  a-moverin',  &c. 
De  wdcked  dumb  de  trees,  an'  for  help  dey  kep'  a  callin', 

De  oie  ark  a-moverin',  &c, 
Dat  awful  rain,  she  stopped  at  last,  de  waters  dey  subsided, 

De  oie  ark  a-moverin',  &c, 
An'  dat  oie  ark  wid  all  on  board  on  Ararat  she  rided, 

De  oie  ark  a-moverin',  &c. , 
Cho. — Oh,  de  oie  ark  a-moverin,  &c. 


II A  MP TO X  AXB  ITS  STUDENTS, 

Uust  an'  SlsJjcs. 


251 


1.  Dust,  du-t  an*  ash-es    fly     ov-er    on  rnygrav,  Dust,  dust  an' ash-es    flv 
cv   2    » — #-!-#-  • — 0—0—V0 — # — - — #  -|  — I — | 1 — j — * -i 


V    s    s 


-h- 


\>     \      if     V   V    V   U 

o-yer  on  my  grave,  Dust,  dust  an'  ash  -  es    fly      o  -  ver     on    my  grave, 

^*E^E^EEEl  E^^EE^E^=E=E^=E?=3 

y      ?      '      /  &  0000         0         000*0 

S       '       V  *S   ■  V       \S      vf      V 

n v      N N     _' >s_  .^_  -! N  _> S ^     ^     !     

g " — irzgLtgzL:* -  tfc?_iLzEih*r«-Eg  ~  I  ezzizE*^ *  »-h^g±lizgr«EEi:  ■ J 

*  [-#■-#■  i      -#•  ■•■  • 

An'  de  Lord  shall  bear  my  spir-it  home,  An'  de  Lord  shall  bear  mv  spirit  home. 


s 


2.  Dey  era  -  ci  -  fled    my  Sav  -  iour,    An'  nailed  Him     to       de  cross,  Dey 

3.  Oh,     Jo-seph  begged  his  bo  -  dy,      An'    laid      it        in       de  tomb,  Oh, 

4.  De       an-  gel  came  from  heav-en.      An'    roil     de     stone     a-  way,    De 

5.  De   cold  grave  could  not  hold  Him,  Nor  death's  cold  i  -  "  ron  band,  De 


V 

[_•* *•_ 

S       s 

• 

5        /        • 
N     >      1          V-v 

s 

=?£=£ 

Z3j 

NSjri* 

_i_F 

— • — 
~wzz: 

cru  -  ei-  fie  1  my  Saviour,  An'  nailed  Him  to  de  cross,  Dey  cru-ci  -  fied  my 
Jo-seph  begged  His  body,  An'  laid    it      in  de  tomb,  Oh  Joseph  begged  His 
an  -  gel  came  from  heaven,  An'  roll     de  stone  a-way.    De  an  -  gel  came  from 
cold  grave  could  not  hold  Him. Nor  death's  cold  iron  band.De  cold  grave  could  not 


9:v 


I 1-# — r* 0 0 r0- '  ■ r 


0        0 


252 


CAB IX  AND  PLANTATION  SONGS. 

Bust  an'   asrfjes—  Continued. 


m 


zz» — _zzcz*zztz  » 9 w — ^bgzgzbzgzzzgzzbfzzAzr^zzz r»-.— g— 1 

Sav-iour,    An"  nailed  Him     to     de    cross,  An'  de  Lord  shall  bear     my 
bo  -  dy,     An'     laid      it        in     de    tomb,  An'  de  Lord  shall  bear,  &c. 
heb-ben,  An'     roll      de     stone  a  -    way,  An'  de  Lord  shall  bear,  &c. 
hold  Him,  Nor  death's  cold    i  -  ron  band,  An'  de  Lord  sball  bear,  &c. 
a *-      -#-      ■»-  ._JL 

— a — -zzT*  -E-» — #: — # — -•— F — 6E=z*  -  F»-'-g — E?zzzziizzl 

' — a— ' — a a a a  — ui ■ ; "— Li : "-W-x-- ' 


"j~; 


SlzSlfeSS^^a 


spi  -  rit    home,       An'    de     Lord     shall    bear 


my 


gyzzzzs gzzzi  gzzzrzzg^^z_pr-  —r— r~r.~?=& p_  .gz.zyi 


spi  -  rit    home. 
* # 


CHORUS. 

fs_.  _^_ 


g— x 
-a  —  vr 


JtRs: 


He  rose, 


He  rose, 


m 


fct;-: 


He  rose, 


He  rose, 

s 


He    rose  from  da  dead,     He  rose,  He 


^ — 

He  rose, 


fc 


_v       _^__ 


v-i-»- 


■> 


rose, 


zB^SS 


I 


He    rose  from  the  dead.     He  rose, 


He  rose, 


J^SS^JgtlEEg^i 


V 

He  rose 


He  rose, 


He  rose, 


i9    g    LF-j 


SzzE^~z=zSzEj:fzzS=zSi=zz^zz,zzJzzzEg^==:?  ztS  ^^J 

ay     spi  -  rit  home; 

f   F-zzzz     Er±j 
fezzb?zzz:!zz:Etzz3 


He   rose  from  de     ct^ad,  an'    de     Lord     shall     bear     mv     spi  -  rit  home: 

•^  S  t,  ^ 


HAMPTOX  AND  ITS  STUDENTS. 


253 


Bust  an'  Slsijes  —  Continued. 
P   ^  ,J': — JV-J— +Xr4 — *^i:h^_^-n-hU-.l. 

An'  do   Lord  shall  bear     my  spir-it  home.  6.  Oh  Ma  -  ry  came    a-  run-uiu', 


*-       JL       -t        ^JE.        I 
—       —       —       -=- —    ■*£ 


// 


9: 


FEE 


— r^==** ;i=.«^w 


pga§=g&i 


her      Sav  -  iour    for      to     see,     Oh    Ma  -  ry    came 

*— -.    *    *  * 


d — 5— p o #— F- — #^t-?zq 

t:=eizzfc^zz^zz:.?EH 

ee,     Oh    Ma  -  ry    came      a  -  run  -  nin',  Her 

— ?-»-t-;— *— • — »-b- — fc b — L»~:| 

P  p  /  »<  p  c 

Saviour  for  to    see,     Oh   Mary  came  a  -  run-  n 

—  >z  f— E= BEE  H-F — — — -F:L— 


Saviour  for  to    see,     Oh   Marv  came  a  -  run-  nin,  Her  Saviour  for  to     see, 

*—#—*—- — ,*  !  r 1 —I r» — ,-*—•- 


•      /      •      > 


N    * 


EEEEEEE=E=l!d 


V     s 


0      0      0      0 

S      S      S      J 


n*  de  Lord  shall  bear  my  spir-it  home,  An'  de  Lord  shall  bear  my  spirit  home. 


•   • 


Q ,!> ^_ 


E3Z  — S— r< — w      *      m    t  m      w *\      m    1    S      m €^r»—rf{- .  -\~* 1 

i>  -#■  -#■  -#■  -•■  »'         ♦•'       ' 

7.  De     an -gel    s;\y  He       is     not  here,  He's  gone   to     Oal-i  -  lee,       De 

-#■-*■-#■ 

angel  say  He     is  not  here.  He's  gone  to  Gal-i   -lee,      De     an -gel  say   He 


254 


CABIN  AND  PLANTATION  SONGS. 

JBmt  an'  Hsijes  —  Continued. 

♦    2    ♦  ^*g  ♦  U 

is    not  here,  He's  gone  to  Gal  -  i  -  lee.     An'    de   Lord  shall   bear   my 

-. J-, r— h ^r-J &— j N-p 1—  r • 

*    *    *  "££*     EuP     f    r*  ? 

spir  -  it    home,      An'        de     Lord    shall    bear      my       spir  -  it      home. 


*& 


De     an  -  gel      say      He    is      not    here.  He's  gone    to 


lee, 


ft-,-HK- 


*E?Efe 

De     an  -  gel      say    He      is     not    here,  He's  gone    to      Gal    -  i  -  lee, 


.j_C_ — t — t j^-t^J 


5ES=B»siiEg=gp 


De    an  -  gel      say    He      is      not  here,  He's  gone    to      Gal    -  i   -    lee 

+-Jt 0 £—4=-,  P        t  t 1-  + 


^$=ttg=p=Z  — a_|:g a g g_p 


V~— t 


ft P-, 

— w 


,S K 


An'       de  Lord   shall  bear    my    spir  -  it    home,     An'      de   Lord  shall 


IIAMrTOX  AXD  ITS  STUDENTS. 

Bust  an'  &!3i>e8.— Concluded 

-JW- 


255 


en  on  us. 


S-.-HH- 


— r-  •  — -#— h-  *— *—  »— br^i'ZJ ±zjl: ~ — : b~# — : 

bear      my      spir    -  it    home.       He       rose, 


lie     rose, 


s;s-: 


1]1 


-i 


:rrr  ?— S~q 


He     rose, 


lie 


rose, 


>      1/   •   L       Li 

He       rose    lrom      de     dead,     He     rose, 


He     rose, 


^=EfEF^E^=E?EE?ESEF^?= zfESE&E^EEEE 


Ile     rose, 


V- 
He      rose, 


S     N  JS 


0---. 


m^^mmm 


He 


rose  from     de      dead,       He    lose, 


He     rose, 


0 1 r 


mm^^m 


v 1 w m 

* v— S- 1 0 


Ke      rose, 

!  N 


He 


-«£tA^ 


9£ 


He  rose   from    de     dead,       An'      de     Lord  shall   bear    my       spir  -  it 


emeii 


home,     An' 


Lord        shall     be;.r 


my  spir 


home. 


>-- y- 


rnTT^rBg^-Si 


Hi 


INDEX  TO  CABIN  AND  PLANTATION  SONGS. 


PAGE 

A    Great    Camp-meetin'    In   de    Promised 
Land 222 

Babylon's  Fallin' 248 

Bright  Sparkles  in  de  Churchyard 200 

De  Church  ob  God 199 

De  ole  Ark  a-moverin' 249 

De  ole  Sheep  done  know  de  Road 198 

De  Winter'll  soon  be  ober 244 

Did  you  hear  my  Jesus  ? 230 

Don't  ye  view  dat  Ship  a-come  a-sailin'  ?. .   226 
Dust  an1  Ashes 251 

Ef  ye  want  to  see  Jesus 184 

Gideon's  Band,  or  de  milk-white  Horses. . .   242 

Good  News,  de  Chariot's  comin' 224 

Gwine  Up 216 

Hail !  Hail  !  Hail ! 177 

Hard  Trials 213 

Hear  de  Angels  singin' 246 

Hear  de  Lambs  a-cryin' , 210 

I  don't  feel  noways  tired 228 

I  hope  my  Mother  will  be  there 218 

In  dat  great  gettin'-up  Mornin' «235 

I've  been  a-list'nin'  all  de  Night  long 247 

John  Saw 196 

Judgment-Day  is  a-rollin'  around 206 

Keep  me  from  sinkin'  down 245 

King  Emanuel 197 


PAGE 

Love  an'  serve  de  Lord 178 

My  Bretheren,  don't  get  weary 180 

My  Lord  delibered  Daniel 193 

My  Lord,  what  a  Mornin' 176 

Most  done  trabelin' 215 

Nobody  knows  de  Trouble  I've  seen 181 

Oh  !  de  Hebben  is  shinin' 219 

Oh  !  den  my  little  Soul's  gwine  to  shine.    .  173 

Oh  !  give  way,  Jordan 195 

Oh  !   Sinner,  you'd  better  get  ready 208 

Oh  !  wasn't  dat  a  wide  Riber  ? 194 

Oh!  yes i36 

Peter,  go  ring  dem  Bells 174 

Religion  is  a  Fortune 1S9 

Rise  an'  shine 212 

Run,  Mary,  run i83 

Some  o'  dese  Mornin's  ig« 

Sweet  Canaan 234 

Sweet  Turtle  Dove,  or  Jerusalem  Mornin' .  24* 

Swing  low,  sweet  Chariot 179 

The  Danville  Chariot 183 

View  de  Land 182 

Walk  you  in  de  Light 238 

Who'll  jine  de  Union  ? 220 

Zion,  weep  a-low 232 


gatm  of  Sequent 


I   bequeath   to   the    Hampton   Normal  and  Agricul- 
tural Institute,  located  at  Hampton,  Virginia,  the  sum  of 

dollars,  payable 

in months  after  my  decease,  to  be  used 

for  the  purposes,  and  under  the  direction  of  the  Institute. 

The  above    should    be  attested   in  some  States,   by  three  witnesses,  and  their 
residences  he  given. 


